A system for evaluating the performance of students with disabilities during the implementation of an individual educational route

The subject of this study is the systematization of various approaches to assessing the performance of students with disabilities during the implementation of an individual educational route. The article shows that although the problem of inclusive education does not remain unnoticed by scientists and reveals many aspects of teaching students with disabilities, however, there is a problem of the lack of a clear assessment system for students with disabilities during the implementation of their individual educational path. This cannot but affect the effectiveness of students' learning and development. The learning outcomes of students with disabilities will be more effective in developing such an assessment system. The scientific novelty of this work is that the author has developed an assessment system for students with disabilities. In this regard, the components of this system are proposed, consisting of goals and objectives, criteria, methods and forms, as well as individualization and frequency of assessment of students with disabilities in the implementation of an individual educational route. The methods of this research are the theoretical analysis and systematization of forms, methods, techniques and principles of creating a system for assessing the learning of students with disabilities, the methodology is a systematic, integrated, interdisciplinary approach. As a result of the research, the author comes to the conclusion that the assessment of the achievements of students with disabilities studying on individual educational routes should be characterized by versatility and adaptability. It is necessary to take into account the unique characteristics of each student and stimulate his development both personally and academically. This approach makes it possible to create an effective educational environment where any student can reach their potential and achieve high results.

students with disabilities, assessment system, individualization, higher inclusive education, individual educational route, assessment criteria, assessment methods, assessment forms, learning effectiveness, performance