ASSESSMENT OF LEARNING FOR STUDENTS WITH DISABILITIES: THE ROLE OF SCHOOL MANAGEMENT IN BUILDING INCLUSIVE ASSESSMENT PRACTICES

Abstract

Inclusive education has brought about important changes in how schools understand the teaching and learning of students with disabilities. In this context, assessment needs to move beyond a perspective based solely on grades and results, and begin to consider the journey, possibilities, and needs of each student. This article aims to analyze the role of school management in building inclusive assessment practices for students with disabilities. This is a bibliographic research, with a qualitative and descriptive approach, carried out through the analysis of academic publications produced between 2020 and 2026 on learning assessment, inclusive education, Specialized Educational Services, and school management. The discussion showed that inclusive assessment depends on the use of different strategies and instruments, capable of allowing students to demonstrate their knowledge in diverse ways. It was also possible to perceive that school management plays an important role in this process, especially in promoting continuing education, collective planning, dialogue between teachers and professionals in Specialized Educational Services, and closer ties with families. It is concluded that the construction of inclusive assessment practices is not the exclusive responsibility of the teacher, but involves the entire school organization. In this sense, management can contribute to creating a culture in which assessment is used as a tool for monitoring and promoting learning, respecting the particularities of each student.