FUNCTIONAL ASSESSMENT IN TEACHERS’ EXPERIENCES IN THE SPECIALIST INCLUSIVE EDUCATION SUPPORT CENTERS. RESEARCH REPORT
FUNCTIONAL ASSESSMENT IN TEACHERS’ EXPERIENCES IN THE SPECIALIST INCLUSIVE EDUCATION SUPPORT CENTERS. RESEARCH REPORT

Summary/Abstract: Introduction: In June 2023, the pilot program for implementing the first Specialist Inclusive Education Support Centers into the Polish educational practice concluded. The authors con- ducted evaluative research within the Specialist Inclusive Education Support Centers (SIESCs) in Łódź, Poland. Research Aim: The purpose of the research aim was to evaluate the support provided to teach- ers in mainstream educational institutions, and the purpose of the article was to show the expe- rience of conducting functional assessment in recognizing the diverse needs of students. Method: The research method employed was focused group interviews with teachers and school principals, along with content analysis of the opinions expressed by participants in the self-study network. Results: The research results are their selected statements, evaluating against different areas of support, the experience of using school functional assessment. Conclusions: The conclusions of the research confirm teachers’ concerns about functional as- sessment, perceived as a new form of educational diagnosis, but also highlight significant needs in this area arising from the inclusive approach in the Polish education system. The staff of spe- cial schools serving as SIESCs, can be instrumental in implementing the functional assessment process for inclusion purposes.

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