{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T16:16:17Z","timestamp":1777911377855,"version":"3.51.4"},"reference-count":30,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2011,7,14]],"date-time":"2011-07-14T00:00:00Z","timestamp":1310601600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["School Psychology International"],"published-print":{"date-parts":[[2012,2]]},"abstract":"<jats:p>This article reports the results of the European \u2018DAFFODIL\u2019\u2019 (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning) Project on the question of how functional and learning assessment systems facilitate or inhibit participation of children with developmental difficulties in inclusive education. Questionnaires were sent to medical, psychological, educational professionals, and parents in Sweden, Portugal, Hungary, Belgium, Romania, Norway, and the Virgin Islands. Interviews and focus groups were organized. Results (95%) showed that static standardized psychometric tests of intellectual, behavioural, and language functioning were mainly used, with the WISC-III being the most frequent test applied. Less than 5% of the 166 professionals in our sample used formative assessment and contextual observation to reveal learning or developmental potential in a process-oriented way. Experts were generally not satisfied with current assessment practices. Reported weaknesses included lack of time, human resources, materials, cooperation, and follow-up. Assessment practice was mainly used to determine whether a child should be placed in a special needs programme, a special school, or an institutional setting, depending on whether a country has inclusive education practice or not. Parents were satisfied with static functional assessment when its purpose was to obtain disability benefits (financial, special education resources, recognition), but were unhappy with the negative outlook of reports. The main complaint of teachers and parents was about the poverty of recommendations on how to work with the child. Our conclusion is that the current practice of standardized psychometric testing seems to contribute to barriers to learning if it is used in a deterministic or predictive way. In this regard, dynamic and functional assessment methods that are qualitatively oriented seem promising in addressing the issues of learning and development in a different way. The methods also contribute to an understanding of the child\u2019s needs in learning and development. However, interpretation and communication of assessment results in a way that emphasizes a more adequate and challenging educational intervention for the child seems to be central.<\/jats:p>","DOI":"10.1177\/0143034311409975","type":"journal-article","created":{"date-parts":[[2011,7,14]],"date-time":"2011-07-14T22:25:15Z","timestamp":1310682315000},"page":"69-92","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":39,"title":["Re-assessing the current assessment practice of children with special education needs in Europe"],"prefix":"10.1177","volume":"33","author":[{"given":"Jo","family":"Lebeer","sequence":"first","affiliation":[{"name":"University of Antwerp, Belgium"},{"name":"Ministry of Education and Culture, Virgin Islands"}]},{"given":"No\u00e9mi","family":"Birta-Sz\u00e9kely","sequence":"additional","affiliation":[{"name":"Babes-Bolyai University, Romania"},{"name":"Ministry of Education and Culture, Virgin Islands"}]},{"given":"K\u00e1rmen","family":"Demeter","sequence":"additional","affiliation":[{"name":"Babes-Bolyai University, Romania"},{"name":"Ministry of Education and Culture, Virgin Islands"}]},{"given":"Krisztina","family":"Boh\u00e1cs","sequence":"additional","affiliation":[{"name":"University of Szeged, Hungary"},{"name":"Ministry of Education and Culture, Virgin Islands"}]},{"given":"Adelinda Araujo","family":"Candeias","sequence":"additional","affiliation":[{"name":"University of Evora, Portugal"},{"name":"Ministry of Education and Culture, Virgin Islands"}]},{"given":"Gunvor","family":"S\u00f8nnesyn","sequence":"additional","affiliation":[{"name":"Pedverket, Norway"},{"name":"Ministry of Education and Culture, Virgin Islands"}]},{"given":"Petri","family":"Partanen","sequence":"additional","affiliation":[{"name":"Mid-Sweden University, Sweden"},{"name":"Ministry of Education and Culture, Virgin Islands"}]},{"given":"Lorna","family":"Dawson","sequence":"additional","affiliation":[{"name":"Ministry of Education and Culture, Virgin Islands"}]}],"member":"179","published-online":{"date-parts":[[2011,7,14]]},"reference":[{"key":"bibr1-0143034311409975","volume-title":"Actively seeking inclusion","author":"Allan J.","year":"1999"},{"key":"bibr2-0143034311409975","doi-asserted-by":"publisher","DOI":"10.1177\/0143034310386532"},{"key":"bibr3-0143034311409975","doi-asserted-by":"publisher","DOI":"10.1177\/0143034310377149"},{"key":"bibr4-0143034311409975","unstructured":"Cs\u00e9pe, V. (2009).\n                      Caring for children with special educational needs (SEN) and their rehabilitation\n                      . Retrieved September 9, 2009 from: http:\/\/mek.oszk.hu\/08200\/08221\/08221.pdf."},{"key":"bibr5-0143034311409975","doi-asserted-by":"publisher","DOI":"10.1177\/0143034310386536"},{"key":"bibr6-0143034311409975","doi-asserted-by":"publisher","DOI":"10.1177\/0143034309107081"},{"key":"bibr7-0143034311409975","unstructured":"European Agency for Special Needs in Education (EADSNE). (2003).\n                      Special needs education in Europe\n                      . Retrieved December 10, 2010 from: www.special-agency.org."},{"key":"bibr8-0143034311409975","volume-title":"The dynamic assessment of cognitive modifiability","author":"Feuerstein R.","year":"2002"},{"key":"bibr9-0143034311409975","doi-asserted-by":"publisher","DOI":"10.1177\/0143034310386535"},{"key":"bibr10-0143034311409975","first-page":"22","volume":"2","author":"Germeijs V.","year":"2003","journal-title":"Caleidoscoop"},{"key":"bibr11-0143034311409975","volume-title":"The mismeasure of man","author":"Gould S.","year":"1996"},{"key":"bibr12-0143034311409975","volume-title":"International Classification of Functioning, Disability and Health. Children and Youth Version ICF-CY","author":"ICF-CY","year":"2007"},{"key":"bibr13-0143034311409975","first-page":"55","volume":"1","author":"Lebeer J.","year":"2005","journal-title":"Erd\u00e9lyi Pszichol\u00f3giai Szemle (Transylvanian Journal of Psychology). 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Oslo: Utdanningsdepartementet."},{"key":"bibr20-0143034311409975","volume-title":"Apari\u0163ia \u015fi dezvoltarea institu\u0163iilor de \u00eenv\u0103\u0163\u0103m\u00e2nt special \u00eentre anii 1800\u20132004","author":"Orban R.","year":"2008"},{"issue":"3","key":"bibr21-0143034311409975","doi-asserted-by":"crossref","first-page":"12","DOI":"10.53841\/bpsecp.2006.23.3.12","volume":"23","author":"Pameijer N.","year":"2006","journal-title":"Educational and Child Psychology"},{"key":"bibr22-0143034311409975","volume-title":"Tanulm\u00e1nyok a tanul\u00e1sban akad\u00e1lyozottak pedag\u00f3gi\u00e1ja \u00e9s hat\u00e1rtudom\u00e1nyai k\u00f6r\u00e9b\u0151l","author":"Papp G.","year":"2008"},{"key":"bibr23-0143034311409975","volume-title":"Den mots\u00e4gelsefulla specialpedagogiken. (The contradiction of special education)","author":"Persson B.","year":"1998"},{"key":"bibr24-0143034311409975","volume-title":"Inclusive education. 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