THE ASSESSMENT ACTIONS AND RECOMMENDATION SERVICES OF STUDENTS FOR SPECIALIZED EDUCATIONAL SERVICES IN THE NATIONAL SCIENTIFIC PRODUCTION

• Autor(a) principal: Afonso Lopes Semkiv, Silvia Iris
• Data de Publicação: 2016
• Outros Autores: Oliveira, Jáima Pinheiro de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/25483
• topic: Psychoeducational evaluation; Special education; Specialized educational services; Inclusive education; Avaliação psicopedagógica; Educação especial; Atendimento educacional especializado; Educação inclusiva; Educação

This study aimed to evaluate how it has been addressed the assessment and recommendation of students to the Specialized Educational Services (AEE) in the Brazilian scientific production. This is an integrative review, drawn from a search in Journals Portal of Higher Level Personnel Improvement Coordination (CAPES). The search filters followed specific criteria of this site, including the period of production (last five years). The descriptors used were: special education, inclusive education, special educational needs, psychoeducational evaluation and specialized educational services. In the total of 6,104 articles, found in the first search, pre-established filters were done and, in the end, were read in full, 70 texts. The analyses of this material were marked for your meaning, based on Minayo (2001), and were established three points of discussion: a) the absence of research that described actions of assessment or recommendation of students to Specialized Educational Services (AEE); b) the need to problematize the concept of school assessment or psychoeducational assessment in the context of special education and inclusive and: c) the need to resume of discussion about the training (initial and continuing) of the teachers that work in the Specialized Educational Services (AEE). Discussions woven throughout the paper allowed pointing the collaborative research as a promising way for the improvement of professional actions for the inclusion process.