Inclusive English Assessment for Learners with Disabilities: Practices and Challenges in SLB

DOI

10.2991/978-2-38476-543-0_9How to use a DOI?

Keywords

Assessment Challenges; Inclusive Assessment; Learners with Disabilities; Teacher Practices

Abstract

Inclusive assessment has become an essential component of equitable education, ensuring that learners with diverse needs are fairly evaluated within language learning contexts. Due to that urgency, his study investigates the practices and challenges of inclusive English assessment for learners with disabilities in two special schools (SLB Negeri A and SLB Swasta B) in Semarang, Indonesia. Involving 10 English teachers and 40 students with various disabilities, the research employed a qualitative descriptive design using interviews, classroom observations, and document analysis. Findings reveal that teachers adapt assessments based on students’ individual needs rather than following specific guidelines, as existing national standards are too general for inclusive contexts. The lack of formal training in inclusive assessment, limited availability of accessible materials, and inadequate institutional support further complicate teachers’ efforts to design fair and valid evaluations. Despite these challenges, teachers exhibit strong commitment and creativity in ensuring that all students can participate meaningfully in English assessment activities. The study concludes that developing clear policy frameworks, teacher training programs, and inclusive assessment tools is crucial to strengthening equitable assessment practices in Indonesia’s special education context.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Wiyaka Wiyaka
AU  - Lusia Maryani Silitonga
AU  - Heri Prabowo
AU  - Entika Fani Prastikawati
PY  - 2026
DA  - 2026/02/26
TI  - Inclusive English Assessment for Learners with Disabilities: Practices and Challenges in SLB
BT  - Proceedings of the 8th International Conference on Education and Social Science Research (ICESRE 2025)
PB  - Atlantis Press
SP  - 77
EP  - 91
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-543-0_9
DO  - 10.2991/978-2-38476-543-0_9
ID  - Wiyaka2026
ER  -