According to the report findings Special Education is a multi-faceted domain and consists of a highly diverse population of both teachers and pupils. Teaching in the area of special education requires appropriate qualifications and experience as it can often prove challenging to engage with people having disabilities. As such, teachers often specialize in any particular category of special education or may instead gain experience in multiple disciplines based on the provisions of local legislation.From this study it is clear that the validity and significance of assessment in special education cannot be underestimated. Teaching children with disabilities requires a multi-faceted approach and depends on collaboration among a number of professionals in an appropriate environment. A typical assessment is thus undertaken by a multi-disciplinary team that examines a student from many different perspectives to identify the existence of any special needs and disabilities. The role of the team is extremely important during an assessment as it helps evaluate the extent and progress of any identifiable disability and develop a suitable special education curriculum that can help the individual. As such, an evaluator must possess comprehensive, accurate and real-time knowledge on the evaluation in order to offer the best support to the student. These skills can only come with experience and must be supplemented with regular on-the-job learning.
There are, however, some issues associated with current assessment methodologies. Critics like Giuliani (2009) have alleged that students identified as being at-risk (i.e., those not having any disability) are often pooled together with students having special needs (p. 34). They argue that combining students in this manner inhibits the progress of the latter group as they may not be able to develop the required confidence and motivation in the presence of other students with better learning capabilities. Pierangelo (2007) also blames curriculum