Silveira-Maia, M.Sanches-Ferreira, ManuelaAlves, S.Aguiar, T.Bjorck, E.Signhild, S.Maxwell, G.Neuenhausen, L.Schleihs, D.Proyer, M.Schuppener, S.Kleinlein, E.Augustine, L.Parg, Y.Thalhammer, J.Gitschthaler, M.Moehlen, L.-K.Hellmann, H.Neto, C.Durães, H.Jaeckl, C.2023-11-062023-11-062023Silveira-Maia, M., Sanches-Ferreira, M., Alves, S., Aguiar, T., Bjorck, E., Signhild, S., Maxwell, G., Neuenhausen, L., Schleihs, D., Proyer, M., Schuppener, S., Kleinlein, E., Augustine, L., Parg, Y., Thalhammer, J., Gitschthaler, M., Moehlen, L-K., Hellmann, H., Neto, C., Durães, H. & Jaeckl, C. (2023). Framework for an inclusive-oriented pedagogical assessment. Porto: Instituto Politécnico do Porto.http://hdl.handle.net/10400.22/23839This book resulted from the Work Package 1 (WP1) of the Inclusive Assessment Map project – so-called I AM project. I AM is an Erasmus+ funded project (Agreement No. 621435-EPP-1-2020-1-AT- EPPKA3-IPI-SOC-IN) that aims to develop – based on the Internacional Classification of Functioning, Disability and Health for Children and Youth (ICF-CY) – an innovative assessment tool that provides teachers with guidance on how to create school environments in order to be inclusive places. The partner countries are: Austria, Germany, Sweden, Norway, Belgium and Portugal. By identifying the common trends on inclusive education policies of the 4 involved countries and by revising evidence-based supports linked with students’ participation, this book presents a good practices analysis of inclusive-oriented assessment and supports implementation within educational contexts.engInclusive educationICF-CYAssessmentSupports implementationbook10.26537/recipp-23839