O processo de avalia??o e encaminhamento de alunos com defici?ncia intelectual para o atendimento educacional especializado

• Autor(a) principal: Paiva, Carla de
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/2662
• topic: avalia??o para identifica??o; Abordagem do Ciclo de Pol?ticas; defici?ncia intelectual; Nota T?cnica n?4; Atendimento Educacional Especializado; evaluation for identification; Cycle Policy Approach; intellectual disability; Technical Note n?4; Specialized Educational Assistance; Educa??o

The purpose of this dissertation is to analyze the process of evaluation and identification of students with intellectual disabilities for the referral to the Specialized Educational Assistance from the Technical Note no. 4 of January 23, 2014, in the schools of Baixada Fluminense, in the light of the Cycle of Policies. We used the assumptions of Qualitative Research, using the Policy Cycle Approach idealized by Ball & Bowe (1992) as a way of analyzing the data. The research was carried out in Baixada Fluminense, specifically in the seven cities participating in the Permanent Forum of Special Education of Baixada Fluminense (FPEEBF), namely: Belford Roxo, Duque de Caxias, Mesquita, Nil?polis, Nova Igua?u, Queimados and S?o Jo?o de Meriti . The special education managers of these municipalities were elected as the research subjects. This work is part of two projects of the Observatory Research Group on Special Education and Educational Inclusion (ObEE): a) The schooling of students with intellectual disabilities: public policies, cognitive processes and evaluation of learning; and b) Schooling and development of students with intellectual and multiple disabilities in the Baixada Fluminense. The results indicated an influence of the assumptions adopted by the national documents in the local documents, and conflicts between them with the practice in the microcontext of the Teaching Networks. The data indicated the strong influence of the medical model of understanding the deficiency in the evaluative practices, contrasting with concepts adopted by national and local documents, and Technical Note no. 4 itself. The research reveals that the practice of adopting partnerships with non-public sectors to meet the demands of Special Education evaluation is an incentive action in official national and local documents, revealing the valuation of the medical report in the context of practices. In addition, it was evidenced that the legal provisions do not contemplate the real needs of Special Education students and that Technical Note n?4 did not mean impacts and changes in the forms of evaluation and identification of students with intellectual disabilities in the researched networks.