Need of Psychological Assessment for Inclusive Classrooms

Page: 221-224
Kadambini Sharma (Department of Psychology, Desh Bhagat University, Mandi Gobindgarh, Punjab)

“Genuine feelings cannot be produced, nor can they be eradicated… the body sticks to the facts.”
―Alice Miller.
“If you intend to evaluate how your knowledge is applicable, transfer it to others.”
― Eraldo Banovac.
Psychological assessment is the most powerful tool in an inclusive classroom setting. It is one of the advantageous practices that support children to achieve success in and after completing school. Different challenges faced by parents, teachers, and school administrations can easily be detected through this. Psychological assessment is not only helpful to benefit kids with previously diagnosed conditions but also plays a big role to place children in classrooms by motivating them to grow both intellectually and personally. Based on above-mentioned quote representatives of the Central Board of Secondary Education (CBSE) under the Aegis of the Ministry of Human Resource Development, Govt. of India and the National Council of Educational Research and Training (NCERT), New Delhi are working tirelessly on the effectiveness of its schools in relation to psychological assessment. Under an inclusive classroom setting Central Board of Secondary Education (CBSE) has provided the best possible ways for screening, diagnosis, intervention, evaluation, selection, and certification that provide support for parents and school administration with the help of teachers, counselors, and special educators. The present research paper is based on the best practices of a CBSE school which highlights the smooth functioning of student screening, identification, accommodation, and real-life experiences. The multidimensional psychological characteristics are through psychological domains Intelligence, Aptitude, Interest, Personality, and Values in relation to psychological tests, interviews, case studies, and observation. It depicts the natural working and achievements of the school in the wide areas of classroom problems held due to environment, behavior, and other psychological issues faced by each and every type of learner including children with special needs. The practical situations and case studies included in this research paper will definitely be a great help for newly developed schools under the Central Board of Secondary Education (CBSE).