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This study examined the conceptions of assessment and its relationship to self-regulation and self-confidence among pre-service teachers.

Participants were 278 pre-service students attending a teacher's college in Bahrain. This study employed the structural equation modeling (SEM) approach to investigate the relationships among the observed variables.

The results revealed that the conceptions of assessment had positively impacted the academic achievements of students who were accountable. In addition, the conceptions that made schools accountable had a positive relationship with academic achievement, whereas students who ignored the assessment, received a negative effect on self-regulation.

The generalization of the results to other populations in Bahrain should be made with caution since this study involved a relatively small number of students from Bahrain. Policymakers might be encouraged to consider students' appropriate response to their conceptions of assessment when assessments are being developed.

This study might encourage educators and policymakers in Bahrain to develop strategies to further improve students' self-confidence, self-regulation, and academic achievement.

The recent outbreak of Coronavirus disease has caused significant disruptions around the world. The global pandemic severely affects the education sector. However, amid the crisis, educators are resilient and resourceful and develop innovative ideas and learning designs to engage the students as much as possible. Educators in the special and inclusive education sector face more challenges due to the nature of students. The effective use of technology and mindset are the keys to success in this endeavour. This chapter discusses the institutional policies, good practices and practical ideas to overcome the difficulties in inclusive and special education students.