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Solution-focused assessment: rethinking labels to support inclusive education

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Solution-focused assessment: rethinking labels to support inclusive education

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Samenvatting

In the Netherlands and the USA, the assessment process is changing for children who present learning and behavioural challenges in school. Evaluations for eligibility determinations and support planning are shifting along with disability models and tensions over the provision of inclusive schooling. Legislative edicts
influence the assessment process differently in these two countries while both nations seem to be headed in a similar direction. This paper relates evolving disability models to the changing assessment process in each country and proposes that a solution-focused perspective offers an assessment concept which supports the goal of inclusive education. Specifically discussed are the implications of a solution-focused approach on the identification of disability,
the assessment of special educational needs, individualised support planning and the essential cooperation within evolving schools as well as the environment beyond.

Toon meer
OrganisatieFontys Hogescholen
AfdelingFontys Opleidingscentrum Speciale Onderwijszorg
Gepubliceerd inInternational Journal of Inclusive Education Routledge, Vol. 15, Uitgave: 1-15, iFirst Article, Pagina's: 1-15
Jaar2011
TypeArtikel
ISSN1360-3116
TaalEngels

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