A formação do professor para a educação inclusiva e os desafios da avaliação da aprendizagem para o aluno com deficiência

Abstract

Inclusive Education consolidates the ideals of equality in an education system of quality for all and presents one of the great challenges of contemporary society. The Brazilian legislation determines the access and permanence of disabled people in regular schools, what enlarges the complexity of education structure. Based on a bibliographical study, the purpose of this paper is to think further about assessment, emphasizing the importance of teacher’s formation in order to contemplate the audience of Inclusive Education in regular schools. Thus, the paper presents valid issues about the valorization of students’ individual differences; it discusses the evaluation of teaching and learning processes based on an inclusive perspective as well as the teacher’s formation for Inclusive Education. As a result, it comes to a conclusion concerning the need of an specific teacher’s formation for an inclusive assessment.