ASSESSMENT AND THE TEACHING - LEARNING PROCESS IN INCLUSIVE SCHOOLS
ASSESSMENT AND THE TEACHING - LEARNING PROCESS IN INCLUSIVE SCHOOLS

Summary/Abstract: This article presents the findings of a study on the comprehensive, ecological and dynamic assessment of people with disabilities and on the strategies of teaching-learning processes in inclusive education. According to psychologists working in inclusive schools it is essential that the comprehensive assessment and the elaboration and development of cognitive structures in intellectually disabled pupils be first done in the context of practical conjectural actions. Cooperative activities involve the construction of new ideas based on personal and shared foundations of past experiences and understandings, so they naturally apply some of the principles of constructivism. Cooperative learning and collaborative learning are the strategies that could clearly aid in the classroom management. The modern theoretical direction and the most efficient practice in inclusive education are based on the Socio-Constructive Theory; the Learning Potential Assessment Device; Instrumental and Cognitive Modification; Mediation Theory; Collaborative Teaching and Interactive Learning Environments.

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