PERCEPTION OF TEACHERS ABOUT EVALUATION OF CHILDREN WITH SPECIAL NEEDS

Teaching in an inclusive classroom demands a broader and challenging role of teacher. She has to act as a guide, a counsellor, a strategist, etc. therefore assessment and evaluation procedures in an inclusive classroom are not the same as in a regular one. The focus of the present research is to study the changes teachers have put to effect in their evaluation process after the implementation of Continuous and Comprehensive Evaluation (CCE) for Children with Special Needs (CWSN) and the challenges faced by the teachers regarding CCE of CWSN.