Avaliação da aprendizagem do estudante com deficiência: orientação do atendimento educacional especializado ao professor do ensino regular

Abstract

The assessment of learning is a recurrent theme at school’s daily routine, mainly at classrooms. At the core of this discussion emerges another one, equally pertinent, to our current debate: assessment of learning for disabled students and their inclusion in the regular educational system. The present research, therefore, worked with a complex, yet a factual object: the assessment of learning for disabled students; the study aims to investigate how the teacher of Specialized Educational Support instructs the teacher of regular educational system about the process of this type of assessment. Furthermore, this study aims to present some considerations about the teacher of Specialized Educational Support and his/her respective students. This research relies on field observations with a strong descriptive characteristic. It also contains case studies and qualitative analysis. The instruments used for data collection were interviews. These interviews were administered for 3 subjects: 2 of them were teachers of Specialized Educational Support with disabled students and 1 of them was a teacher of regular educational system; the field observation is registered on a diary as well as a school documents analysis that deals with assessment of learning. In conclusion, in such a context, the orientations about the assessment of learning processes are not contributing for an effective planning that might redirect the assessment of learning procedures.