Inclusive Assessment in Albanian Schools: Evaluating Practices, Challenges, and Measurement Tools for Students with Special Educational Needs

Abstract

This study examines current assessment practices for students with special educational needs within inclusive education in Albanian schools. Using a questionnaire administered to 140 support teachers in pre-university education, the research adopts a mixed-methods approach, combining descriptive statistics with thematic analysis to explore assessment approaches, sources of information, and key challenges. The findings indicate that assessment is primarily based on formative practices, classroom observation, and documentation through Individualized Education Plans (IErPs), while standardized and adapted measurement instruments are largely absent. Teachers repot professional uncertainty, difficulties in translating IEP objectives into measurable indicators, and fragmented practices across schools. A comparison with international experiences highlights a clear gap between inclusive education policies and their practical implementation in Albania. The study concludes that more coherent and equitable assessment requires the development of clear measurement instruments, targeted professional training, and stronger interdisciplinary collaboration. These findings contribute empirical evidence to the Albanian context and offer practical directions for improving inclusive assessment practices.