Inclusive Assessment Methods for University Students with Special Educational Needs.
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| Title: | Inclusive Assessment Methods for University Students with Special Educational Needs. |
|---|---|
| Authors: | Ghodke, Prasad1 prasadsppu1@gmail.com, Patil, Milind2 milind.patil@vit.edu, Srivastava, Rakesh3 rakesh.srivastava@niu.edu.in, Thorat, Sanjay4 drsanjaythorat@rediffmail.com, Niginakhon, Shermukhamedova5 shermuhamedova_n@mail.ru, Amanovna, Huseynova Abira6 a.a.xusenova@buxdu.uz, Ismailov, Azizbek7 a.ismailov@afu.uz |
| Source: | International Journal of Special Education. 2026 Special Issue, Vol. 41, p439-454. 16p. |
| Subject Terms: | *Special needs students, *Evaluation methodology, *Educational technology, *Inclusive education, *Higher education, *Educational equalization, *Teacher development, *Educational evaluation |
| Abstract: | Inclusive education has gained much prominence in higher education where there is greater focus on the need to offer fair learning and assessment to students with special educational needs (SEN). Nonetheless, conventional types of assessment do not often involve various needs of learners, and that is why assessment is not fair, and academic involvement is diminished. This paper examines the drawbacks of traditional assessment and analysis practices and examines the inclusive approaches to assessment that would increase the accessibility, flexibility and equity in educational institutions. To investigate and determine the most important challenges, a mixed-method research method was employed, which included surveys, interviews, studying of documents, and case studies to investigate the existing practices. Depending on the results, an inclusive assessment model is suggested, incorporating the adaptive assessment strategies, technology-based tools, alignment of the policy, and feedback mechanisms. The findings indicate that inclusive assessment contributes significantly to the performance, engagement, satisfaction and comprehension of the concepts in students. The comparative and graphical analysis provide additional support that inclusive methods are more effective as compared to traditional measures in various assessment parameters. Regardless of these advantages, issues like insufficient training of the faculty, inadequate infrastructure and institutional factors are major hurdles to the implementation process. The research draws the conclusion that inclusive assessment is a key to the development of the just and learner-centered education environment. Through adaptable evaluation plans and taking advantage of technological innovations, higher learning institutions can make sure that no student is left behind in the quest to present his/her knowledge in an effective manner. The suggested framework offers a viable and scalable model to using in improving inclusivity of assessment systems in the higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194243268 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Inclusive Assessment Methods for University Students with Special Educational Needs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ghodke%2C+Prasad%22">Ghodke, Prasad</searchLink><relatesTo>1</relatesTo><i> prasadsppu1@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Patil%2C+Milind%22">Patil, Milind</searchLink><relatesTo>2</relatesTo><i> milind.patil@vit.edu</i><br /><searchLink fieldCode="AR" term="%22Srivastava%2C+Rakesh%22">Srivastava, Rakesh</searchLink><relatesTo>3</relatesTo><i> rakesh.srivastava@niu.edu.in</i><br /><searchLink fieldCode="AR" term="%22Thorat%2C+Sanjay%22">Thorat, Sanjay</searchLink><relatesTo>4</relatesTo><i> drsanjaythorat@rediffmail.com</i><br /><searchLink fieldCode="AR" term="%22Niginakhon%2C+Shermukhamedova%22">Niginakhon, Shermukhamedova</searchLink><relatesTo>5</relatesTo><i> shermuhamedova_n@mail.ru</i><br /><searchLink fieldCode="AR" term="%22Amanovna%2C+Huseynova+Abira%22">Amanovna, Huseynova Abira</searchLink><relatesTo>6</relatesTo><i> a.a.xusenova@buxdu.uz</i><br /><searchLink fieldCode="AR" term="%22Ismailov%2C+Azizbek%22">Ismailov, Azizbek</searchLink><relatesTo>7</relatesTo><i> a.ismailov@afu.uz</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p439-454. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Special+needs+students%22">Special needs students</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Inclusive education has gained much prominence in higher education where there is greater focus on the need to offer fair learning and assessment to students with special educational needs (SEN). Nonetheless, conventional types of assessment do not often involve various needs of learners, and that is why assessment is not fair, and academic involvement is diminished. This paper examines the drawbacks of traditional assessment and analysis practices and examines the inclusive approaches to assessment that would increase the accessibility, flexibility and equity in educational institutions. To investigate and determine the most important challenges, a mixed-method research method was employed, which included surveys, interviews, studying of documents, and case studies to investigate the existing practices. Depending on the results, an inclusive assessment model is suggested, incorporating the adaptive assessment strategies, technology-based tools, alignment of the policy, and feedback mechanisms. The findings indicate that inclusive assessment contributes significantly to the performance, engagement, satisfaction and comprehension of the concepts in students. The comparative and graphical analysis provide additional support that inclusive methods are more effective as compared to traditional measures in various assessment parameters. Regardless of these advantages, issues like insufficient training of the faculty, inadequate infrastructure and institutional factors are major hurdles to the implementation process. The research draws the conclusion that inclusive assessment is a key to the development of the just and learner-centered education environment. Through adaptable evaluation plans and taking advantage of technological innovations, higher learning institutions can make sure that no student is left behind in the quest to present his/her knowledge in an effective manner. The suggested framework offers a viable and scalable model to using in improving inclusivity of assessment systems in the higher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 439 Subjects: – SubjectFull: Special needs students Type: general – SubjectFull: Evaluation methodology Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Higher education Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Educational evaluation Type: general Titles: – TitleFull: Inclusive Assessment Methods for University Students with Special Educational Needs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ghodke, Prasad – PersonEntity: Name: NameFull: Patil, Milind – PersonEntity: Name: NameFull: Srivastava, Rakesh – PersonEntity: Name: NameFull: Thorat, Sanjay – PersonEntity: Name: NameFull: Niginakhon, Shermukhamedova – PersonEntity: Name: NameFull: Amanovna, Huseynova Abira – PersonEntity: Name: NameFull: Ismailov, Azizbek IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
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