Organising teaching and assessment from an inclusive perspective
Lucia Chiappetta Cajola
In the current debate, the quality of teaching is considered fundamental to removing the barriers that hinder pupils’ learning and participation in school life.
This point of view removes the risk of uniform teaching and requires specific skills for the individualisation and personalisation of learning environments.
In this context, this paper reflects on integration between teaching and assessment. It can be considered a procedural synergy that allows the removal of environmental factors, which, in turn, prevent school inclusion.
This virtuous circularity becomes an operational «space» for the application of the ICF, in which environmental factors are considered crucial for the educational success or failure of all students.
Keywords
Inclusion, teaching, assessment, environmental factors, ICF-CY
