4. Conclusions

4. 1. Summary of presented assessment solutions

The above examples presented the special solutions connected to assessment, which appear for the host institutions as tasks to be solved during inclusion. From the assessment practices the following overview can be drawn:

• Mainly such institutions undertook to include pupils with special educational needs, which had already had the professional-methodological competences that helped pupils of diverse development diverse abilities could progress effectively.
• Differentiated development of pupils (defining individual learning routes) will naturally bring about differentiated assessment. This can significantly be helped by pupil portfolios being the bases of assessment and development.
• In some cases assessment is done in report form forms. Parents are informed about it in all cases.
• In many cases efforts have been made for team-like assessment, with the aim of strengthening the cohesion of the community.
• The basic difference between the assessment of pupils with special educational needs and those with other specific needs is that in the former cases assessment has to take into account the type of disability. This is done by special exams, performance measurements based on the “Curriculum guideline of teaching pupils with special educational needs" and the Act on Public Education. The achievements of pupils with disabilities are documented in special certificates, compatible with legal regulations, which make it possible that those developing along special routes can progress onto the following year.

4. 2. The most important issues of teaching pupils with special educational needs in Hungary

Tasks

• To establish, develop and support commitment to integration (to assist teachers of host institutions, to form supporting attitude of parents)
• To develop professional and inter-professional cooperation (among teachers, special teachers, mainstream general schools; to build up professional services on the basis of special institutions, to encourage co-operation)
• To personalise learning processes, to individualise the learning process
• To place secondary education into the focus of attention (issues of pupils with special educational needs being admitted or rejected, dropping out, lagging behind)
• To facilitate career counselling, employment within the institution (career guidance, contact with parents, civic organisations, employees)
• In order to achieve social integration the measurements of the coming years should serve the objective that the ‘standards’ defined according to the needs of pupils with special educational needs be suitable and have a washback effect on forming knowledge at school so that the development of competences enhancing the labour market integration realistic for the pupils with special educational needs should happen and the real routes for further studies should be built.

Support to enhance the accomplishment of tasks

• To improve cooperation of partners participating in pedagogical development (pupils, teachers, other experts, parents, school maintainers), to organise inter-professional cooperation of various counselling services based on a unified concept.
• To create cooperation among institutions of provision, kindergartens, pedagogical counselling services, special schools, mainstream general schools.
• A key issue is that the experts had to be found who could lead the innovation necessary for integrated education and could elaborate the conditions for stronger cooperation. Continuous motivation and development is encouraged by giving support to best practices.