Pupils whose overall achievement in subjects falls significantly outside the expected standard have special educational needs. Under Persons and Disabilities Act 1995 and National Trust Act 1999, children with special educational needs comprises of one or more disabilities like blindness, low vision, leprosy cured, hearing impaired, loco motor disabilities, mental retardation, mental illness, autism, cerebral palsy, hearing impaired and learning disabled. Identification of children with special needs requires a collaborative work between parents, teachers and child. Flexible strategies for assessment and accreditation have been recommended by Open file on Inclusive education (UNESCO 2001). An assessment in special education is the process used to determine a child's specific learning strengths and needs, and to determine whether or not a child is eligible for special education services. Assessment in special education is a process that involves collecting information about a student for the purpose of making decisions (NASET). In consistencies in the identification make assessment of children with special needs difficult. The monitoring and evaluation system should be transparent and should provide support and advice to all in inclusive education programme. The paper highlights the issues related with the identification and the need for proper assessment plan for children with special needs in inclusive education.
Children with special Needs, Special Education, Student Assessment, School Assessment, Mainstreaming
