Student, teacher and parent views on the evaluation of mainstreaming students' school achievement

This study aims to gain an in-depth understanding of the evaluation processes for academic achievement of inclusion students, identify the challenges encountered in these processes, and develop suggestions for overcoming these challenges. This research was designed using a phenomenological pattern and a qualitative research method, and the sample was determined through typical case sampling. Semi-structured interviews were conducted with 30 participants, including 10 students, 10 teachers, and 10 parents selected from a middle school in the province of Bolu. The research findings revealed that the special education needs of inclusion students were diverse and directly related to their academic performance. Tailoring the methods used in the evaluation processes to individual differences had a positive effect on success. Additionally, it was found that assessment adaptations, classroom arrangements, and material selections made by teachers increased their academic motivation. The study also demonstrated that the effective functioning of collaboration processes and support mechanisms plays a decisive role in the development of student inclusion. Healthy communication established between teachers, students, and families enhances the quality of the evaluation process and supports students' active participation in education. However, it is noteworthy that in some cases, collaboration is insufficient, there are shortcomings in informing families, and cooperation with out-of-school institutions remains limited. Among the solutions proposed within the scope of this research are providing in-service training for teachers on evaluation methods and increasing guidance activities to inform families about the inclusion process.