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Abstract

Assessment of learning outcomes for students with special needs (PDBK) in inclusive schools faces various challenges, especially in providing accommodations that suit individual needs. This study aims to collect empirical data regarding the evaluation of learning outcomes for students with special needs in primary schools that provide inclusive education in Jakarta. This study employs a quantitative approach with a descriptive design, gathering data from teachers in inclusive schools using questionnaires. We analyzed the data using descriptive statistical methods to provide a clear picture of the applied assessment practices. We conducted this research using quantitative methodology between March 2021 and November 2023, collecting data through questionnaires and analyzing it with descriptive statistical methods. The results indicated that evaluation practices in inclusive schools have not fully accommodated the needs of students with special needs. These findings emphasize the importance of improving teacher training and resources to support inclusive education and provide fair assessment for all students, including students with disabilities. Extending exam time, adjusting exam materials, and implementing more inclusive assessment procedures are some of the things that require improvement. These findings show that the current assessment methodology is inadequate and indicate the need for improvements to ensure more inclusive and equitable learning outcomes for students with special needs. The study also highlights the importance of improving teacher training and providing better resources to support inclusive education and ensure equal assessment for all students, including students with disabilities.

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