The present study aims at investigating the effect of specialized instruction dealing with the development of primary school inclusive class pupils’ levels of self-assessment. The participants of this study are the primary school inclusive classrooms pupils enrolled in state primary schools in Almaty. Overall 273 pupils participated in the study, 17 of which were pupils with special educational needs (SEN) whereas 256 were normal pupils. The study was conducted in the form of quasi-experimental research design and quantitative research method was used in analyzing the data with the help of SPSS program 23.0. Descriptive statistics (mean, std. deviation), as well as non-parametric test in terms of Mann Whitney U test and Wilcoxon test were used in the study. The results of the study indicated the positive effect of specialized instruction on both pupils’ with SEN and normal students levels of self-assessment. There was found statistically significant difference in pupils’ scores before and after the specialized instruction
inclusive education, primary school students, self-assessment.
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