EVALUATION COMPONENTS FOR THE QUALITY OF SPECIAL EDUCATION: A SYSTEMATIC REVIEW

Detalhes bibliográficos
Autor(a) principal: Maisto, Ana Caroline Silva
Data de Publicação: 2021
Outros Autores: Zanella, Andreia, Konrath, Andrea Cristina, Vicenzi, Silvana Ligia, Aisenberg Ferenhof, Hélio
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3016
Resumo: Quality indicators in the context of special education are important tools for measuring, analyzing, monitoring and improving the services provided to special education students. According to Unesco, inclusive education is based on the right of everyone to receive quality education that meets their learning needs. Although inclusive education it not synonymous with special education, their meanings are related. Therefore, this study, using the SSF (Systematic Search Flow) method, intends to review the Quality indicators in the context of special education are important tools for measuring, analyzing, monitoring and improving the services provided to special education students. According to Unesco, inclusive education is based on the right of everyone to receive quality education that meets their learning needs. Although inclusive education it not synonymous with special education, their meanings are related. Therefore, this study, using the SSF (Systematic Search Flow) method, intends to review the literature in order to identify the relevant components for the evaluation of the quality of special education from the perspective of inclusive education. As a result, nineteen studies were reviewd. These studies raised relevant aspects and indicators for the evaluation of the quality of special and inclusive education. The indicators were grouped by their common characteristics, resulting in six evaluative components: policy; education and training of professionals, the role of teachers in inclusive education; schools, curriculum and inclusive school culture; educational system; and student. These evaluative components should be considered in the evaluation of special education, so that the service is thought of as a valid and true offer for people with disabilities.
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spelling EVALUATION COMPONENTS FOR THE QUALITY OF SPECIAL EDUCATION: A SYSTEMATIC REVIEWCOMPONENTES DE EVALUACIÓN PARA LA CALIDAD DE LA EDUCACIÓN ESPECIAL: UNA REVISIÓN SISTEMÁTICACOMPONENTES AVALIATIVOS PARA A QUALIDADE DA EDUCAÇÃO ESPECIAL: UMA REVISÃO SISTEMÁTICAindicadores de qualidadecomponentes avaliativoseducação especialeducação inclusivarevisão sistemáticaquality indicatorsevaluative componentsspecial educationinclusive educationsystematic reviewindicadores de calidadcomponentes evaluativoseducación especialeducación inclusivarevisión sistemáticaQuality indicators in the context of special education are important tools for measuring, analyzing, monitoring and improving the services provided to special education students. According to Unesco, inclusive education is based on the right of everyone to receive quality education that meets their learning needs. Although inclusive education it not synonymous with special education, their meanings are related. Therefore, this study, using the SSF (Systematic Search Flow) method, intends to review the Quality indicators in the context of special education are important tools for measuring, analyzing, monitoring and improving the services provided to special education students. According to Unesco, inclusive education is based on the right of everyone to receive quality education that meets their learning needs. Although inclusive education it not synonymous with special education, their meanings are related. Therefore, this study, using the SSF (Systematic Search Flow) method, intends to review the literature in order to identify the relevant components for the evaluation of the quality of special education from the perspective of inclusive education. As a result, nineteen studies were reviewd. These studies raised relevant aspects and indicators for the evaluation of the quality of special and inclusive education. The indicators were grouped by their common characteristics, resulting in six evaluative components: policy; education and training of professionals, the role of teachers in inclusive education; schools, curriculum and inclusive school culture; educational system; and student. These evaluative components should be considered in the evaluation of special education, so that the service is thought of as a valid and true offer for people with disabilities.Los indicadores de calidad en el contexto de la educación especial son herramientasfundamentales para medir, analizar, monitorear y mejorar el atendimiento ofrecido a los estudiantes deeducación especial. Aunque no sea sinónimo de educación especial, para la UNESCO la educacióninclusiva se basa en el derecho de toda persona poder recibir una educación de calidad que satisfaga susnecesidades de aprendizaje, por lo tanto, sus significados convergen. Por ello, este trabajo, basado en elmétodo SSF (Systematic Search Flow), realizó una revisión sistemática de la literatura para identificar loscomponentes evaluativos relevantes para evaluar la calidad de la educación especial desde la perspectivade la educación inclusiva. Como resultado, se identificaron diecinueve trabajos que señalaron indicadoresy aspectos relevantes para la evaluación de la calidad de la educación especial e inclusiva. Los indicadoresse agruparon por sus características comunes, resultando en seis componentes evaluativos: política,educación y formación profesional; el papel de los docentes en la educación inclusiva; escuelas, currículoy cultura escolar inclusiva; sistema educacional; y estudiante. Estos componentes evaluativos deben serconsiderados en la evaluación de la educación especial, para que el servicio sea pensado como una ofertaválida y verdadera para las personas con discapacidad.Palabras clave: indicadores de calidad, componentes evaluativos, educación especial, educacióninclusiva, revisión sistemática.Os indicadores de qualidade no contexto da educação especial são ferramentas essenciais para avaliar, analisar, acompanhar e aprimorar o atendimento oferecido aos alunos da educação especial. Embora não seja sinônimo de educação especial, para a UNESCO, a educação inclusiva se baseia no direito de todos a receber uma educação de qualidade que atenda às suas necessidades de aprendizagem, portanto, seus significados convergem. Diante disso, este trabalho, com base no método SSF (Systematic Search Flow), realizou uma revisão sistemática da literatura para identificar os componentes destacados como relevantes para avaliar a qualidade da educação especial na perspectiva da educação inclusiva.Como resultado, foram identificados dezenove trabalhos que apontaram indicadores e aspectos relevantes para a avaliação da qualidade da educação especial e inclusiva. Os indicadores foram agrupados pelas suas características comuns, lições em seis componentes seleccionados: política; formação e treinamento profissional; o papel dos professores no ensino inclusivo; escolas, currículo e cultura escolar inclusiva; sistema educacional; e aluno. Esses componentes devem ser considerados na avaliação da educação especial, de que o atendimento seja pensado como uma oferta válida e verdadeira para pessoas com deficiência.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-09-30info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/301610.1590/SciELOPreprints.3016porhttps://preprints.scielo.org/index.php/scielo/article/view/3016/5373Copyright (c) 2021 Ana Caroline Silva Maisto, Andreia Zanella, Andrea Cristina Konrath, Silvana Ligia Vicenzi, Hélio Aisenberg Ferenhofhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMaisto, Ana Caroline SilvaZanella, AndreiaKonrath, Andrea CristinaVicenzi, Silvana LigiaAisenberg Ferenhof, Hélioreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-09-28T23:15:22Zoai:ops.preprints.scielo.org:preprint/3016Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-09-28T23:15:22SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv EVALUATION COMPONENTS FOR THE QUALITY OF SPECIAL EDUCATION: A SYSTEMATIC REVIEW
COMPONENTES DE EVALUACIÓN PARA LA CALIDAD DE LA EDUCACIÓN ESPECIAL: UNA REVISIÓN SISTEMÁTICA
COMPONENTES AVALIATIVOS PARA A QUALIDADE DA EDUCAÇÃO ESPECIAL: UMA REVISÃO SISTEMÁTICA
title EVALUATION COMPONENTS FOR THE QUALITY OF SPECIAL EDUCATION: A SYSTEMATIC REVIEW
spellingShingle EVALUATION COMPONENTS FOR THE QUALITY OF SPECIAL EDUCATION: A SYSTEMATIC REVIEW
Maisto, Ana Caroline Silva
indicadores de qualidade
componentes avaliativos
educação especial
educação inclusiva
revisão sistemática
quality indicators
evaluative components
special education
inclusive education
systematic review
indicadores de calidad
componentes evaluativos
educación especial
educación inclusiva
revisión sistemática
title_short EVALUATION COMPONENTS FOR THE QUALITY OF SPECIAL EDUCATION: A SYSTEMATIC REVIEW
title_full EVALUATION COMPONENTS FOR THE QUALITY OF SPECIAL EDUCATION: A SYSTEMATIC REVIEW
title_fullStr EVALUATION COMPONENTS FOR THE QUALITY OF SPECIAL EDUCATION: A SYSTEMATIC REVIEW
title_full_unstemmed EVALUATION COMPONENTS FOR THE QUALITY OF SPECIAL EDUCATION: A SYSTEMATIC REVIEW
title_sort EVALUATION COMPONENTS FOR THE QUALITY OF SPECIAL EDUCATION: A SYSTEMATIC REVIEW
author Maisto, Ana Caroline Silva
author_facet Maisto, Ana Caroline Silva
Zanella, Andreia
Konrath, Andrea Cristina
Vicenzi, Silvana Ligia
Aisenberg Ferenhof, Hélio
author_role author
author2 Zanella, Andreia
Konrath, Andrea Cristina
Vicenzi, Silvana Ligia
Aisenberg Ferenhof, Hélio
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Maisto, Ana Caroline Silva
Zanella, Andreia
Konrath, Andrea Cristina
Vicenzi, Silvana Ligia
Aisenberg Ferenhof, Hélio
dc.subject.por.fl_str_mv indicadores de qualidade
componentes avaliativos
educação especial
educação inclusiva
revisão sistemática
quality indicators
evaluative components
special education
inclusive education
systematic review
indicadores de calidad
componentes evaluativos
educación especial
educación inclusiva
revisión sistemática
topic indicadores de qualidade
componentes avaliativos
educação especial
educação inclusiva
revisão sistemática
quality indicators
evaluative components
special education
inclusive education
systematic review
indicadores de calidad
componentes evaluativos
educación especial
educación inclusiva
revisión sistemática
description Quality indicators in the context of special education are important tools for measuring, analyzing, monitoring and improving the services provided to special education students. According to Unesco, inclusive education is based on the right of everyone to receive quality education that meets their learning needs. Although inclusive education it not synonymous with special education, their meanings are related. Therefore, this study, using the SSF (Systematic Search Flow) method, intends to review the Quality indicators in the context of special education are important tools for measuring, analyzing, monitoring and improving the services provided to special education students. According to Unesco, inclusive education is based on the right of everyone to receive quality education that meets their learning needs. Although inclusive education it not synonymous with special education, their meanings are related. Therefore, this study, using the SSF (Systematic Search Flow) method, intends to review the literature in order to identify the relevant components for the evaluation of the quality of special education from the perspective of inclusive education. As a result, nineteen studies were reviewd. These studies raised relevant aspects and indicators for the evaluation of the quality of special and inclusive education. The indicators were grouped by their common characteristics, resulting in six evaluative components: policy; education and training of professionals, the role of teachers in inclusive education; schools, curriculum and inclusive school culture; educational system; and student. These evaluative components should be considered in the evaluation of special education, so that the service is thought of as a valid and true offer for people with disabilities.
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