The Obstacles of Evaluation in Mainstream Schools

The success of the inclusion of children with special educational needs in mainstream schools depends, especially, on the competences of the teachers to teach, to manage the classroom, to collaborate with family and specialists, to evaluate the learning progress of children with SEN etc. Although some improvements were made at the level of integrated education in Romania, we can observe the persistence of some dysfunctions in mainstream schools. Given these circumstances, our paper aims to present an investigation with reference to teachers' obstacles in the evaluation of children with SEN, the methods of evaluation and the types of errors in evaluation that could represent a kind of support in designing initial and continuous training programs dedicated to teachers.