A avaliação da aprendizagem de alunos com autismo na disciplina de Física em contexto de inclusão escolar: um estudo de caso com turmas de 9° ano do ensino fundamental em uma escola particular de Fortaleza CE

Abstract

The present work consists of a case study about the evaluation of the school learning of students with autism in the Physics subject in 9th year elementary school classes at a private school in the city of Fortaleza CE, aiming to analyze the influ ences of strategies for adapting written test questions and individual monitoring (mediation) practiced by the school with autistic students during assessments of the academic performance obtained by this group of students in the Physics subject in the 202 3 academic year. A questionnaire was carried out with a group of 5 students with autism spectrum disorder (ASD), as well as an interview with the segment's pedagogical coordinator to better understand this context of school inclusion. The grades obtained i n the Physics tests of students in the 9th year classes, including those with autism, in that subject were also analyzed, aiming to measure the academic performance of these students. The results point to a certain relativity in relation to the strategies adopted by the school during the evaluation process, as they contribute greatly to the performance of some autistic students, but are not as relevant to the academic performance of another part of these students. From this perspective, the importance of mo re consistent teacher training in knowledge regarding school inclusion and learning assessment processes stands out, as well as the need to train teachers who are more aware of the characteristics and particularities of students with Autism Spectrum Disord er, to that we have better decision making regarding strategies that contribute to the collective development of these students' Physics learning, given the variety of learning and support demands presented by individuals in this group.