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Individualized Assessment Strategies for Students with Special Needs in Inclusive Classrooms
), Mamadiyorova Sevinch Bakhromjon(2), Akbarova Ugiloy Akhmadali(3),
(1) Chirchik State Pedagogical University
(2) Chirchik State Pedagogical University
(3) Chirchik State Pedagogical University
Corresponding Author
Abstract
This research investigates the knowledge, skills, and competencies acquired by students with special needs in an inclusive classroom setting. The study aims to assess the level of development of each student’s abilities and their understanding of subject-specific concepts, providing a foundation for implementing individualized teaching strategies. With the legal framework for inclusive education in Uzbekistan established in 2020, the research highlights the gap in fully developed assessment criteria and procedures for students with special needs. The objectives of the study include diagnosing the initial knowledge and competencies of students, developing subject-specific assessment criteria, examining teacher feedback on these criteria, and analyzing the outcomes of assessment tasks. The findings emphasize the need for personalized assessment methods tailored to the unique abilities of students with special needs, ensuring that assessments are both effective and inclusive. This research contributes to enhancing the educational process by supporting individualized, adaptable, and equitable evaluation strategies.
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