Evaluation and Inclusion Toward Students in Arab Schools in Israel (Poster 33)

• In Event: Sunday Poster Session 1:15 pm
  In Poster Session: Classroom Assessment SIG Poster Session

Abstract

This article uses the lens of Critical Ethnic Theory to explore how teachers perceive the concept of inclusion and integration towards students and how this is reflected in the school assessment system in Arab elementary and middle schools in Israel.
The conceptual basis for the formation of inclusion and integration is based on the humanistic point of view that considers the inclusion of students in a framework that is not restrictive or stigmatizes students as an expression of the preservation of the rights of the child. However, there is a paradox between inclusion and integration on the one hand and assessment on the other, as traditional assessment practices may not be inclusive or fair to all students.

Author

• Islam Abu-Asaad, Sakhnin College for teacher Education