The National Assessment of Knowledge is a standardised external assessment that forms an important part of monitoring pupils’ knowledge and the achievement of educational objectives in primary education. According to the Guidelines for Adapted Implementation of the National Assessment of Knowledge, pupils with special educational needs receive various accommodations designed to reduce the impact of their impairments on the demonstration of their knowledge. Special education and rehabilitation teachers play a key role in this process, as they participate in planning and implementing the necessary accommodations for pupils with special educational needs.
The aim of this master's thesis was to investigate the attitudes of special education and rehabilitation teachers towards various forms of adapted implementation of the National Assessment of Knowledge for pupils with special educational needs, as well as their views on the functionality of individual accommodations from the perspectives of lifelong applicability, current student performance, and the long-term effects of accommodations. The study also explored attitudes towards the range of accommodations available for different groups of pupils with special educational needs and the perceived challenges associated with the application procedures and the practical provision of accommodations during the adapted implementation of the National Assessment of Knowledge.
The research employed both quantitative and qualitative approaches. Data were collected using a questionnaire designed specifically for this master's thesis. The study included 59 special education and rehabilitation teachers with varying lengths of professional experience and educational qualifications.
The results showed that participants generally regarded accommodations in the National Assessment of Knowledge as important for ensuring equal opportunities for pupils with special educational needs. Extended testing time was identified as the most effective accommodation, while those involving assistance from another adult, particularly a reader, raised more frequent concerns about the potential for unintentional guidance of pupils. The findings also indicated that most accommodations were seen as effective in supporting pupils during assessments, but less effective in fostering the development of long-term skills important for further education. The range of accommodations available for pupils with autism spectrum disorders was rated as the least appropriate. Participants highlighted shortcomings in the current accommodation system, expressing a need for greater individualisation of accommodations, modernisation of the application form for adapted implementation of the National Assessment of Knowledge, and clearer guidelines for implementing individual accommodations. The findings contribute to a better understanding of the attitudes of special education and rehabilitation teachers towards adapted implementation of the National Assessment of Knowledge and provide a basis for further development of a more inclusive assessment system for pupils with special educational needs.
|
