MULTIDIMENSIONAL ASSESSMENT OF LEARNING ABILITIES IN STUDENTS WITH CEREBRAL PALSY IN AN INCLUSIVE SCHOOL: A CASE STUDY

Abstract

The aim of this paper is to highlight the importance of a multidimensional approach to the contextual assessment of learning abilities in students with cerebral palsy. The paper presents a case study of a nine-year-old student with multiple developmental disabilities (cerebral palsy and additional influencing difficulties) attending a regular primary school with an individual educational program (IEP). In order to determine the measures for individualizing the educational process for the student, the assessment of internal conditions and learning abilities was conducted individually within a daily rehabilitation center, while the environmental conditions were observed within the school setting. The evaluation of the assessment results emphasized the significance of conducting assessments in all relevant contexts, as it was the only way to obtain a comprehensive understanding of the student's level of functioning and the necessary measures for improving her learning and participation.