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Education Sciences
Special Issues
Assessment and Evaluation in Special and Inclusive Education
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Assessment and Evaluation in Special and Inclusive Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (28 February 2025) | Viewed by 2484

Special Issue Editors

Prof. Dr. Markus Gebhardt

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Guest Editor
Department for Education and Rehabilitation, Ludwig Maximilian University of Munich, Leopoldstraße 13 (Room 3523), 80802 Munich, Germany
Interests: inclusive education; special education; school inclusion; professionalism
Dr. Anne Schröter

E-Mail Website
Guest Editor
Institute of Education for Special Needs, Leibniz Universität Hannover, Welfengarten 1, 30167 Hannover, Germany
Interests: understanding of the subject matter of special education; attitudes towards disability and concepts of disability; school performance as a difference; disability and Intersections;

Special Issue Information

Dear Colleagues,

Enabling participation and education is the goal of inclusive education and special education. Inclusive education for all requires targeted help and support for individuals. Educational interventions and decisions about who needs what support should be based on assessment. It is also necessary to evaluate support in terms of evidence-based practice. The question remains as to which instruments, procedures and options should be used, adapted or developed to make assessment as easy and as close to everyday life as possible. Another challenge is to develop assessments that recognise not only the difficulties of the individual, but also the barriers in the educational system, in order to make educational decisions in terms of a social model of disability. 

This Special Issue aims to extend the knowledge base about the development of assessments, implementation of assessment frameworks and adaption of assessments for special needs. 

In this Special Issue, original research articles and reviews are welcome. Research topics may include (but are not limited to) the following:

  • Development of new diagnostic tools for inclusive education or special needs;
  • Implementation of frameworks for assessment in inclusive schools;
  • Identification of special educational needs;
  • Evaluation of special educational actions by means of assessment;
  • Ethical problems and cultural considerations in assessment;
  • Educational decision making;
  • Using technologies in assessment and evaluation.

I/We look forward to receiving your contributions. 

Prof. Dr. Markus Gebhardt
Dr. Anne Schröter
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • special education
  • inclusive education
  • assessment
  • evaluation

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

17 pages, 409 KiB  
Article
The Impact of Online Education as a Supplementary Tool for Special Education Needs (SEN) Students: Teachers’ Perspectives
by Xinrong Bao, Liying Kang and Jun Zhang
Educ. Sci. 2025, 15(4), 503; https://doi.org/10.3390/educsci15040503 - 17 Apr 2025
Viewed by 171
Abstract
This study explores the challenges of providing special education needs (SEN) education in impoverished regions of China. It proposes a hybrid education model that combines traditional and online education to address these challenges. In this hybrid model, traditional face-to-face education dominates, and online [...] Read more.
This study explores the challenges of providing special education needs (SEN) education in impoverished regions of China. It proposes a hybrid education model that combines traditional and online education to address these challenges. In this hybrid model, traditional face-to-face education dominates, and online education exists as a supplementary tool. This study focuses on teachers’ perspectives, aiming to improve the educational environment for students with special needs. Qualitative research methods, specifically semistructured interviews, were employed to collect the data. A total of six special education teachers participated in the interviews. This study employed thematic analysis to categorize the data, resulting in the identification of six themes through the generalization of the coding of textual content. Among the six themes examined, poverty emerged as the most influential factor affecting online education. The findings indicate that the hybrid education model performs well in addressing the identified challenges. Full article
(This article belongs to the Special Issue Assessment and Evaluation in Special and Inclusive Education)
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23 pages, 1624 KiB  
Article
Dynamic Assessment to Assess Mathematical Problem Solving of Students with Disabilities
by Sam Choo, Reagan Mergen, Jechun An, Haoran Li, Xuejing Liu, Martin Odima and Linda J. Gassaway
Educ. Sci. 2025, 15(4), 419; https://doi.org/10.3390/educsci15040419 - 26 Mar 2025
Viewed by 526
Abstract
The importance of mathematical problem solving (MPS) has been widely recognized. While there has been significant progress in developing and studying interventions to support teaching and learning MPS for students with disabilities, the research on how to accurately and effectively assess the impact [...] Read more.
The importance of mathematical problem solving (MPS) has been widely recognized. While there has been significant progress in developing and studying interventions to support teaching and learning MPS for students with disabilities, the research on how to accurately and effectively assess the impact of those interventions has lagged, leaving a gap in understanding whether interventions are truly achieving their intended outcomes. The purpose of this mixed-method study was to explore how a dynamic assessment (DA) approach can be used in the context of an evidence-based MPS intervention, Enhanced Anchored Instruction, as an alternative means of assessing the MPS of students with disabilities. Our findings suggest that DA is an adequate assessment tool and can provide additional information for teachers to better understand the MPS strengths and challenges of students with disabilities such as MPS ownership transition. Study limitations, considerations for future research, and implications for practice are discussed, emphasizing the importance of rigorous evaluation of the DA approach to improve teaching and learning MPS for students with disabilities. Full article
(This article belongs to the Special Issue Assessment and Evaluation in Special and Inclusive Education)
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16 pages, 1341 KiB  
Article
Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms: Duration and Word Length as Difficulty-Generating-Item Characteristics
by Judith Zellner, Nikola Ebenbeck and Markus Gebhardt
Educ. Sci. 2025, 15(1), 5; https://doi.org/10.3390/educsci15010005 - 24 Dec 2024
Viewed by 590
Abstract
Standardized assessment tools are essential for informed, data-driven decision-making. Reading speedily is a crucial early skill that all students should have the opportunity to develop in inclusive classrooms. To facilitate classroom-based reading diagnostics in this area of reading, we developed a flash reading [...] Read more.
Standardized assessment tools are essential for informed, data-driven decision-making. Reading speedily is a crucial early skill that all students should have the opportunity to develop in inclusive classrooms. To facilitate classroom-based reading diagnostics in this area of reading, we developed a flash reading test that reliably measures the performance of students with and without learning disabilities and intellectual disabilities. This test can be administered in the classroom and completed independently by students, taking only a few minutes, without requiring them to read aloud. The test is designed to provide an accurate assessment of the speed of lexical recall for all students. To evaluate the difficulty-generating-item characteristics of the new instrument, 400 primary and special school students participated in the test. The results indicate that students with low abilities and disabilities are particularly differentiated by the combination of a short display duration and short words. We provide information for test developers interested in designing similar assessments and teachers who can use this instrument to make informed decisions in the classroom. Full article
(This article belongs to the Special Issue Assessment and Evaluation in Special and Inclusive Education)
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