Inclusive Assessment

Inclusive Assessment

KERLY VANNESA OSORIO ROJAS

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WHAT IS IT?

Inclusive assessment is an approach that seeks to ensure that all students, regardless of their abilities, backgrounds or contexts, have the opportunity to demonstrate their learning and skills. Likewise Make adjustments to the setting, timing, or format of the assessment so that all students can fully participate.

How the Ministry of Education applies inclusive assessment in Colombia?

Ainscow (2001) states that inclusive education involves restructuring the culture, policies and practices of EIs to guarantee attention to diversity and participation.

Inclusive Assessment according to the ministry of education

Educational inclusion encourages the recognition of learning difficulties and the participation of a specific social group in its educational context within the classroom (Ministerio de Educación Nacional, MEN, 2013).

Alignments for an Inclusive Assessment

To give continuity to the construction of the concept of inclusive education in the university context, the menu proposes in the Guidelines of the inclusive higher education policy (2013), four challenges to promote inclusive management in public and private HEIs, through appropriation, the implementation, monitoring and evaluation of an inclusive higher education policy for the country. The challenges are: • Generate inclusive academic processes. • Have inclusive teachers, that is, trained in inclusive education. • Promote spaces for research, social innovation, artistic and cultural creation with inclusive education approach. • Build and consolidate an administrative and financial structure that supports the strategies and actions of inclusive higher education.

The latent objectives in the use of the DUA and the PIAR are to seek personal development from strategies where the student rebuilds his self-esteem, such as being with the potential to..., being able to perform efficiently in many tasks that the construction of knowledge. (Figueroa Zapata, L. A., Ospina García, M. S., & Tuberquia Tabera, J. 2019).

Individual Curricular Adaptation Plan

The PIAR seeks to personalize education to ensure that all students have the opportunity to learn and develop fully.

who DO interact in the PIAR?

The development of the PIAR (Institutional Support and Retention Plan) involves various actors within the higher education institution, such as: -Students they are the main focus of the PIAR, since it seeks to improve their inclusion and permanence in the educational system. -Teachers they participate in the implementation of inclusive pedagogical strategies and in the academic support of students -Administrators and managers they are responsible for designing and executing policies and programs that promote inclusion and student well-being .

• Figueroa Zapata, L. A., Ospina García, M. S., & Tuberquia Tabera, J. (2019). Prácticas pedagógicas inclusivas desde el diseño universal de aprendizaje y plan individual de ajuste razonable. Inclusión Y Desarrollo, 6(2), 4–14. https://doi.org/10.26620/uniminuto.inclusion.6.2.2019.4-14

• Arizabaleta Domínguez, Sandra Lucia, & Ochoa Cubillos, Andrés Felipe. (2016). Hacia una educación superior inclusiva en Colombia. Pedagogía y Saberes, (45), 41-52. Retrieved September 26, 2024, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0121-24942016000200005&lng=en&tlng=es.

• Escobar Jurado, S. I., Egea Arciniegas, T. G., & Leal Bolaño, N. L. (2021). Didácticas en la educación superior: una mirada desde los ambientes virtuales de aprendizaje. Sello Editorial UNAD. https://doi.org/10.22490/9789586517584

BIBLIOGRAPHICAL REFERENCES