This article offers a comprehensive analysis of the challenges in assessing English language proficiency within inclusive classrooms. Learners with diverse needs—including disabilities, emotional and social differences—require assessment tools that are fair, adaptive, and reflective of their abilities. Using a qualitative methodology, the study draws from teacher experiences to identify current shortcomings and propose inclusive assessment strategies, such as multimodal formats and institutional support systems, to ensure valid and equitable outcomes.

Inclusive education, English language, assessment system

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