Quality Of Educational Interventions with Pupils with Special Needs, Perception of Disability and Self-Perceived Assessment Skills

The contribution addresses the relationship between educational interventions with pupils with special needs, perceptions of disability and self-perceived evaluation skills. Meeting the needs of pupils with intellectual disabilities requires the use of evidence-based educational practices, but also high-level evaluative skills. Assessment can be seen as a powerful tool to improve classroom instruction and outcomes for students with special needs. However, its effectiveness depends on the beliefs and skills of those who apply it on a daily basis in the classroom. This research aimed to investigate whether there was a significant relationship between the feelings, attitudes and concerns of teachers trained in inclusive education support and self-perceived assessment skills, and whether there were differences between those who feel more competent and those who feel less competent in terms of assessment and evaluation. The research shows that this relationship is present and that teachers who feel more competent about assessment and evaluation are also those who feel more concerned about how to meet the needs of students with special needs.