Global Frameworks for Special Education: An Intersectional Review of Diagnostic and Assessment Procedures
Keywords:
diagnostic assessment, inclusive education, children with special needsAbstract
The global landscape of special education reveals a persistent gap between policy intentions and classroom realities. Despite international mandates such as the UN Convention on the Rights of Persons with Disabilities (CRPD), millions of Children with Special Needs (CWSN) continue to experience marginalization, largely due to inadequate diagnostic and assessment systems. This study presents an intersectional review of diagnostic assessment practices, synthesizing evidence from diverse educational contexts to identify systemic barriers, including regional policy gaps, insufficient funding, and the shortage of trained specialized personnel. Focusing on a prototype diagnostic assessment for core subjects—Mathematics, Science, Language, and Social Studies—the study examines how assessments can be adapted to address the unique needs of students with visual and hearing impairments. Findings indicate that tailored diagnostic tools not only enhance the identification of students’ learning strengths and challenges but also prevent "learning loss" by informing curriculum adaptation and instructional strategies. Implementing such assessment frameworks is essential to advancing equitable, inclusive education that enables meaningful participation for all learners.
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Copyright (c) 2026 Gina Lapinig, PhD, Cherryl P. Torres, PhD. SPEd, Flor Junema C. Mabutin, PhD, Charinne Jane A. Macan, Julie Anne Z. Bael (Authors)
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