The article presents an analysis of an experimental work. The purpose of the article is to analyze the effect of special self-assessment instruction on the self-esteem level of primary school students with and without special needs. The study’s participants were the students of inclusive classes of two state schools in Almaty (Kazakhstan). A total of 283 students participated in the study, 17 of whom were students with special educational needs (SEN), and 266 – students without SEN. The study was conducted in the form of a quasi-experimental study. For the data analysis, the quantitative method of analysis was used. In analyzing the data, descriptive statistics (average value, standard deviation) as well as the non-parametric paired samples t-test and McNemar criterion tests were used. The study results showed a positive effect of self-assessment instruction on the students’ level of self-esteem with and without SEN.   Keywords: self-assessment, students, primary school, special needs, inclusive education

This article presents the technology for organizing self-assessment in inclusive education in primary school. Authors consider self-assessment as a holistic process in which achievement of educational goals is realistic if based on the principle of SMART. The authors of the article pay special attention to the fact that the purpose of assessment activity is to control students' performance and to form adequate self-esteem in them, which is greatly influenced by the teacher.At the same time, self-assessment should contribute to a change in the relationship between all participants in the educational process, making it more open, since the self-esteem skills of a younger student make it possible to independently set goals and objectives, establish causes of difficulties, and carry out work to correct mistakes.

Self-assessment is to engage students as active participants in their learning and to reflect the results of their efforts since the key idea of self-assessment is that a child should achieve the learning goal and realize his achievements. The purpose of the study is to reveal the factors causing the lack of self-assessment in primary school lessons. The research collected data using observations and a questionnaire. The participants included 60 primary school teachers from the school of Almaty, the Republic of Kazakhstan. The collected data were analyzed using percentages. Based on the results of the research, the lack of the self-assessment component in the educational process is caused by the lack of assessment tools, which explains the negative attitude of teachers toward self-assessment. The efficiency of the implementation of the innovation in inclusive education needs to ensure the proper training of teachers, including key competencies for working in inclusive classes, and strengthening of its practical component. Keywords: self-assessment, educational process, assessment, students with SEN