PERCEPTION OF TEACHERS ABOUT EVALUATION OF CHILDREN WITH SPECIAL NEEDS

Authors

  • Dr. Poonam Assistant Professor, Maharaja Surajmal Institute
  • Neha Gupta M.A. Education, IGNOU

Abstract

Teaching in an inclusive classroom demands a broader and challenging role of teacher. She has to act as a guide, a counsellor, a strategist, etc. therefore assessment and evaluation procedures in an inclusive classroom are not the same as in a regular one. The focus of the present research is to study the changes teachers have put to effect in their evaluation process after the implementation of Continuous and Comprehensive Evaluation (CCE) for Children with Special Needs (CWSN) and the challenges faced by the teachers regarding CCE of CWSN.

References

• Ali,M.M., Mustapha ,R., & Jelas,Z.,M.,(2006). An Empirical Study On Teachers’ Perceptions Towards Inclusive Education In Malaysia .Retrieved on 3.8.15 from

files.eric.ed.gov/fulltext/EJ843618.pdf

• Das, A., Kattumuri. R. (2011). Children with Disabilities in Private Inclusive Schools in Mumbai: Experiences and Challenges. Asia research centre working paper34. Retrieved on 29.5.15 from

http://www.lse.ac.uk/asiaResearchCentre/_files/ARCWP34-DasKattumuri.pdf

• Evaluation Guidelines. Evaluation techniques for CWSN in SSA. Retrieved on 26.12.15 from

ssa.nic.in/inclusive-education/.../EVALUATION%20GUIDELINES.../file

• NCERT. (2005). National Curriculum Framework Position Paper National Focus Group on Education of Children with Special Needs. National Council of Educational Research and Training. New Delhi.

Additional Files

Published

15-02-2016

How to Cite

Dr. Poonam, & Neha Gupta. (2016). PERCEPTION OF TEACHERS ABOUT EVALUATION OF CHILDREN WITH SPECIAL NEEDS. International Education and Research Journal (IERJ), 2(2). Retrieved from https://ierj.in/journal/index.php/ierj/article/view/144