• KUKUMINA BEHERA

Assessment and evaluation of children with special needs is an essential process for understanding their individual strengths, abilities, learning needs, developmental levels, and areas requiring additional support. It involves the systematic collection, analysis, and interpretation of information related to a child's academic, cognitive, communication, social-emotional, behavioral, motor, adaptive, and functional skills. The purpose of assessment is not merely to identify difficulties or determine eligibility for special education, but also to understand the child's present level of performance and plan appropriate educational and therapeutic interventions. A comprehensive assessment may include observation, interviews, developmental and educational assessments, checklists, rating scales, work samples, performance-based tasks, curriculum-based assessment, and functional assessment. Evaluation should be continuous, individualized, child-centred, and strengths-based, with appropriate accommodations to ensure that children can demonstrate their abilities effectively. Collaboration among special educators, general teachers, parents, audiologists, psychologists, speech-language professionals, therapists, and other relevant professionals can provide a more comprehensive understanding of the child's needs. Assessment information can also support the development and review of an Individualized Education Plan (IEP), monitoring of progress, curriculum adaptation, selection of appropriate teaching strategies, and provision of assistive technology and other supports. Effective assessment and evaluation ultimately promote participation, learning, independence, inclusion, and holistic development of children with special needs.

Assessment, Evaluation, Children with Special Needs (CWSN), Inclusive Education, Individualized Assessment, Educational Assessment, Diagnostic Assessment, Formative Assessment, Summative Assessment, Continuous Assessment, Baseline Assessment, Functional Assessment, Academic Assessment, Curriculum-Based Assessment, Performance-Based Assessment, Portfolio Assessment, Observation, Checklist, Rating Scale, Work Samples, Communication Skills, Cognitive Skills, Social-Emotional Development, Behaviour Assessment, Motor Skills, Adaptive Skills, Functional Skills, Self-Help Skills, Individualized Education Plan (IEP), Assessment Accommodations, Curriculum Adaptation, Assistive Technology, Progress Monitoring, Learning Outcomes, Early Identification, Intervention, Individualized Support, Teacher Assessment, Parent Involvement, Multidisciplinary Assessment, Documentation, Feedback, Participation, Independence, Holistic Development.

"ASSESSMENT AND EVALUATION OF CHILDREN WITH SPECIAL NEEDS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.13, Issue 10, page no.a313-a325, October-2026, Available :http://www.jetir.org/papers/JETIR2610035.pdf

"ASSESSMENT AND EVALUATION OF CHILDREN WITH SPECIAL NEEDS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.13, Issue 10, page no. ppa313-a325, October-2026, Available at : http://www.jetir.org/papers/JETIR2610035.pdf