EDUCATION EVALUATION IN STUDENTS WITH SEVERE MULTIPLE DISABILITIES

The aim of this paper is to present the process of evaluation of students with severe multiple disabilities in the educational context. Teachers in the Czech Republic miss systematic strategies for evaluation of these students as most of teachers use evaluation procedures based on own empiric experiences. The evaluation procedures typical for ordinary classrooms fail because the functional level of students with severe multiple disabilities restricts the possibilities of communication. In the first part of the paper the recent studies and literature focused on this topic is presented. Then it follows the research methods, data analysis and discussion of research. The design of the study is qualitative since it was focused on creation of theory based on the teacher's experiences in this area. The combination of interpretative analysis of educational documentation, qualitative interviews, observation of educational process and case studies analysis was used for the data collection. For data analysis the method of data coding and categorisation of codes were used. The research sample was divided into subgroups according to the methods for data collection. Total amount of 20 teachers and 15 students participated on this study. The outcome of this study is the description and systematisation of strategies for evaluation of different areas of education of student with severe multiple disabilities.