Re-assessing the current assessment practice of children with special education needs in europe

School Psychology International

Volumn 33, Issue 1, 2012, Pages 69-92

  Lebeer, Jo ^a   Birta Székely, Noémi ^b   Demeter, Kármen ^b   Bohács, Krisztina ^c   Candeias, Adelinda Araujo ^d   Sønnesyn, Gunvor ^e   Partanen, Petri ^f   Dawson, Lorna ^g  

^a UNIVERSITY OF ANTWERP   (Belgium)

^b BABE BOLYAI UNIVERSITY   (Romania)

^c UNIVERSITY OF SZEGED   (Hungary)

^d UNIVERSITY OF ÉVORA   (Portugal)

^e Pedverket ^*  (Norway)

^f MID SWEDEN UNIVERSITY   (Sweden)

^g Ministry of Education and Culture   (Virgin Islands (British))

Author keywords

assessment needs; assessment practices; dynamic assessment; functional assessment; inclusive education; special education needs

Indexed keywords

EID: 84855674070     PISSN: 01430343     EISSN: 14617374     Source Type: Journal    
DOI: 10.1177/0143034311409975     Document Type: Article

References (30)

1. Allan J.Actively seeking inclusion. Oxford: Routledge Falmer; 1999:.
2. Bartolo P.A.Why school psychology for diversity?.School Psychology International. 2010;31:567-580.
3. Carlson J.,Benson N.,Oakland T.Implications of the International Classification of Functioning, Disability and Health (ICF) for test development and use.School Psychology International. 2010;31:353-371.
4. Csépe, V. (2009). Caring for children with special educational needs (SEN) and their rehabilitation. Retrieved September 9, 2009 from: http://mek.oszk.hu/08200/08221/08221.pdf.
5. Daniels B.Developing inclusive policy and practice in diverse contexts: A South African experience.School Psychology International. 2010;31:631-643.
6. Du Toit P.,Forlin C.Cultural transformation for inclusion, what is needed? A South African perspective.School Psychology International. 2009;30:644-666.
7. European Agency for Special Needs in Education (EADSNE). (2003). Special needs education in Europe. Retrieved December 10, 2010 from: www.special-agency.org.
8. Feuerstein R.,Feuerstein R.S.,Falik L.H.,Rand Y.The dynamic assessment of cognitive modifiability. Jerusalem: ICELP Press; 2002:.
9. Forlin C.The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners.School Psychology International. 2010;31:617-630.
10. Germeijs V.,Verschueren K.,Van der Vliet L.Een rondvraag naar de diagnostische middelen en de behoeftes in de CLB's. [A survey about the diagnostic methods and needs in the School Psychological Services].Caleidoscoop. 2003;2:22-26.
11. Gould S.The mismeasure of man. New York, NY: Norton; 1996:.
12. International Classification of Functioning, Disability and Health. Children and Youth Version ICF-CY. Geneva: World Health Organisation; 2007:.
13. Lebeer J.Shifting perspective: Dynamic assessment of learning processes in children with developmental disabilities.Erdélyi Pszichológiai Szemle (Transylvanian Journal of Psychology). Special Issue on Dynamic Assessment. 2005;1:55-85.
14. In-clues. Clues to inclusive and cognitive education. Lebeer J., ed. Antwerpen-Apeldoorn: Garant; 2006:.
15. Assessment re-assessed: Current assessment practice of children with special education needs or experiencing barriers to learning in Europe: Weaknesses, strengths and needs. Lebeer J.Birta-Székely N.Demeter K., ed. Cluj-Napoca: Babes-Bolyai University; 2010:.
16. Lebeer J.,Struyf E.,De Maeyer S.,Wilssens M.,Timbremont B.,Denys A.,Vandeveire H.Identifying special educational needs: Putting a new framework for graded learning support to the test.European Journal of Special Needs Education. 2010;25 (4): 375-388.
17. Miller D.N.,Jome L.M.School psychologists and the secret illness: Perceived knowledge, role preferences, and training needs regarding the prevention and treatment of internalizing disorders.School Psychology International. 2010;31:509-520.
18. Muñiz J.,Bartram D.,Evers A.,Boben D.,Matesic K.,Glabeke K.,Fernandez-Hermida J.R.,Zaal J.N.Testing practices in European countries. European Federation of Psychological Associations; 2001:.
19. NOU 18/2009. Rett til læring. Oslo: Utdanningsdepartementet.
20. Orban R.Apariţia şi dezvoltarea instituţiilor de învǎţǎmânt special între anii 1800-2004. Cluj-Napoca, Romania: Babes-Bolyai University; 2008:.
21. Pameijer N.Towards needs-based assessment. Bridging the gap between assessment and practice.Educational and Child Psychology. 2006;23 (3): 12-24.
22. Papp G.Tanulmányok a tanulásban akadályozottak pedagógiája és határtudományai körébo{double acute}l. Szabó Á., ed. Budapest: Educatio Társadalmi Szolgáltató Közhasznú Társaság; 2008:.
23. Persson B.Den motsägelsefulla specialpedagogiken. (The contradiction of special education). Göteborgs Universitet: Institutionen för specialpedagogik, Specialpedagogiska; 1998:.
24. Peters S.Inclusive education. An EFA strategy for all children. 2004:.
25. Rosenthal R.,Jacobsen E.Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. New York, NY: Holt, Rinehart & Winston; 1968:.
26. Tzuriel D.Dynamic assessment of learning potential: A new paradigm.Erdélyi Pszichológiai Szemle (Transylvanian Journal of Psychology), Special Issue. 2005;1:7-16.
27. Van Rompu W.,Mardulier T.,De Coninck C.,Van Beeumen L.,Exter E.Leerzorg in het onderwijs [Learning support care]. Antwerpen: Garant; 2008:.
28. Convention on the rights of people with disability. New York, NY: United Nations; 2006:.
29. Watkins, A. (Ed.) (2007). Assessment in inclusive settings: Key issues for policy and practice. Odense: European Agency for Development in Special Needs Education.
30. Woods K.,Parkinson G.,Lewis S.Investigating access to educational assessment for students with disabilities.School Psychology International. 2010;31:21-41.