INCLUSIVE EDUCATION AND EXTERNAL ASSESSMENTS: BARRIERS TO THE PARTICIPATION OF ATYPICAL STUDENTS AND PERSPECTIVES FOR AN EQUITABLE ASSESSMENT

Abstract

Inclusive education represents an important step toward ensuring every student's right to learn, regardless of individual characteristics or specific educational needs. However, in the context of largescale external assessments, challenges remain regarding the provision of accommodations and accessibility resources that ensure equitable participation for neurodivergent and other atypical students. This chapter aims to discuss the main barriers found in external assessments and reflect on their implications for inclusive education. The study adopts a qualitative approach based on a narrative literature review of scientific articles, books, official documents, and legislation addressing inclusive education, educational assessment, and accessibility. The literature indicates that, despite significant progress in expanding access to external assessments, important challenges persist, including the standardization of assessment instruments, limited accommodations for diverse student profiles, insufficient professional training, and the need for assessment practices that better recognize learner diversity. It is concluded that achieving truly inclusive external assessments requires coordinated educational policies, improved accessibility, continuous professional development, and the revision of current assessment models so that assessment results more accurately represent students' learning and potential.