AVALIAÇÃO ASSISTIDA PARA CRIANÇAS COM NECESSIDADES EDUCACIONAIS ESPECIAIS: UM RECURSO AUXILIAR NA INCLUSÃO ESCOLAR

DYNAMIC ASSESSMENT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: AN AUXILIARY RESOURCE IN THE SCHOOL INCLUSION

Sônia Regina Fiorim ENUMO

ABSTRACT: the school inclusion of people with educational needs is dominant proposition in Special Education and Education in general, in the last decades, addressing programs and educational and rehabilitation politics in several countries, including Brazil. It demands the transformation of school, proposing the students’ insertion with any needs in the regular school, letting to the schools the adaptation to the students’ characteristics, what makes the rupture to the traditional model of teaching and is the problem starting. The institutions of Basic School have been having difficulties in the school inclusion, starting in the diagnosis of the learning disabilities, finishing in the little professional training to assist pedagogically and psychologically that population. Trying to contribute in this basic aspect of the inclusive process – the child’s diagnosis with special educational needs –, the dynamic assessment is a complementary modality to the traditional evaluation of cognitive and linguistic abilities. This includes the examiner’s help during the process, after an initial phase without help, being common in research works the procedure test-aided-retest, in that the subject works as his own control. This evaluation modality of the cognitive and linguistic processing favors the acting and it comes as more prescriptive to the curriculum adaptation. Especially used in the Special Education, this is still a little used evaluation proposal in Brazil, where there are research papers since the 90s last century.

KEYWORDS: dynamic assessment; school inclusion; children with special educational needs.

 

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