How Successful Students With Special Educational Needs Are Perceived in Evaluative Settings

• In Event: Sheraton Roundtable Session 32
  In Roundtable Session: Teaching Across Difference: Ability, Language, and Race

Abstract

Assessment is central in the educational system and may constitute a brake for the inclusion of students with special educational needs (SEN). Indeed, we notably argue that a student with learning difficulties (i.e., a student not meant to achieve well) who succeeds at an adapted assessment will not see his competences properly recognized. In this study, 103 teachers read information about a student (with or without SEN) within an evaluative situation (classic or adapted) and were asked to indicate the extent to which this student was competent. Results confirmed that the student with SEN who succeeded at an adapted assessment was perceived as less competent than other students (with or without SEN) who succeeded at the assessment (classic or adapted).

Authors

• Mickaël Jury, Ecole Supérieure du Professorat et de l'Education - Lille Nord de France

• Célénie Brasselet, Ecole Supérieure du Professorat et de l'Education - Lille Nord de France

• Caroline Desombre, Ecole Supérieure du Professorat et de l'Education - Lille Nord de France