Abstract
The purpose of this study is to examine how students with health disabilities are evaluated and suggest ways to improve this process. The study focuses on the perceptions of teachers, parents, and students who are involved in the evaluations such as performance evaluation and summative evaluation. In other words, the study investigated what kind of positions and opinions the students with disabilities, parents, teachers at the original school for students with health disabilities, and teachers of consigned educational institutions who participated in the evaluation had regarding the evaluation process. The opinions of the teachers at the two institutions were analyzed and compared and, at the same time, the opinions of students and parents were compared and contrasted. Based on the analysis, I present recommendations for improving the evaluation of students with health disabilities. These recommendations concern who should be responsible for evaluating disabled students, how to avoid undue favoritism for disabled students, and how to foster cooperation between consigned educational institutions and regular public schools.
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