Educational Practices of Evaluation and Diagnostic Assessment of Students With Multiple Disabilities Implemented in Special Schools in Chile
DOI:
https://doi.org/10.15359/ree.29-3.20064Keywords:
assessment, multiple disabilities, quality education, SDG 4, Special education, special education centersAbstract
Objective. This study examines the educational practices employed in evaluation and diagnostic assessment processes for individuals with multiple disabilities in special schools in Chile. Method. A qualitative methodology is used. Data were collected through individual semi-structured interviews with 14 heads of technical-pedagogical units in special education centers. Subsequently, a focus group was conducted with four additional unit heads to deepen the analysis of procedural aspects related to evaluative and diagnostic assessment processes. The interview and focus-group corpus was analyzed using the content analysis technique, which involved cross-referencing analytical categories between the interview and the focus group. Results. Relevant results include an understanding of the comprehensiveness of the evaluative and diagnostic assessment processes and their relationship with the design of support plans tailored to each individual’s needs. Participants also highlighted the predominance of diagnostic assessment processes over evaluative ones, as well as the limited national-level knowledge of procedures and instruments specifically developed for this population. Conclusions. The evaluative and diagnostic assessment processes developed are usually framed within the functional ecological approach, which highlights the importance of the functionality of the process and the information collected, in addition to placing both the process and the results within students’ developmental contexts.
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