Qualifications of the professionals in the assessment for identification of intelectual disability in the school
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/2450 |
Resumo: | This paper aimed to describe qualifications of education professionals in the assessment for identification of intellectual disability as well as the procedures used in this process. A total of 67 professionals of special schools, and mainstream municipal and state schools of five towns within the State of São Paulo participated in the study. The data were gathered and used to describe in detail the evaluation team formation, including their position, academic background, and the methods used in the assessment. In general, the data show that there are no standards of competence for professionals involved in the assessment including the lack of established methodological and procedural guidelines for such evaluations. Moreover it also indicates that different methodologies have been employed by special school and within the municipal and state education system. Furthermore, the study points out that intellectual disability is ultimately understood in terms of both the demand for support for pupil with intellectual impairment and the concepts of the immediate social and cultural context in which the learning occurs and where the student takes part in a range of activities. |
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Qualifications of the professionals in the assessment for identification of intelectual disability in the school Caracterização dos profissionais responsáveis pela identificação da deficiência intelectual em escolares assessmentintellectual disabilityinclusive education.This paper aimed to describe qualifications of education professionals in the assessment for identification of intellectual disability as well as the procedures used in this process. A total of 67 professionals of special schools, and mainstream municipal and state schools of five towns within the State of São Paulo participated in the study. The data were gathered and used to describe in detail the evaluation team formation, including their position, academic background, and the methods used in the assessment. In general, the data show that there are no standards of competence for professionals involved in the assessment including the lack of established methodological and procedural guidelines for such evaluations. Moreover it also indicates that different methodologies have been employed by special school and within the municipal and state education system. Furthermore, the study points out that intellectual disability is ultimately understood in terms of both the demand for support for pupil with intellectual impairment and the concepts of the immediate social and cultural context in which the learning occurs and where the student takes part in a range of activities.Este estudo tem por objetivo descrever a caracterização dos profissionais da escola envolvidos na identificação da deficiência intelectual, bem com os procedimentos por eles utilizados. Participaram do estudo 67 profissionais de escola especial, rede municipal e rede estadual de ensino de cinco municípios do interior do estado de São Paulo. Os dados descrevem a formação da equipe de avaliação, cargo ocupado, formação acadêmica e os procedimentos utilizados. De uma maneira geral, os dados revelam que não existe uma padronização de quem são os profissionais envolvidos na avaliação e nem sobre procedimentos utilizados. Além disso, também revela procedimentos diferenciados utilizados pela escola especial, rede municipal e rede estadual de educação, evidenciando que a deficiência intelectual acaba sendo compreendida conforme a necessidade de atendimento e também de acordo com as concepções presentes no contexto cultural e social imediato do qual o aluno faz parte.Palavras-chave: avaliação; deficiência intelectual; inclusão escolar.Universidade Federal de Santa Maria2011-06-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/245010.5902/1984686X2450Special Education Magazine; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 61-75Revista de Educación Especial; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 61-75Revista Educação Especial; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 61-751984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/2450/1716Veltrone, Aline AparecidaMendes, Enicéia Gonçalvesinfo:eu-repo/semantics/openAccess2014-05-09T19:04:03Zoai:ojs.pkp.sfu.ca:article/2450Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-05-09T19:04:03Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Qualifications of the professionals in the assessment for identification of intelectual disability in the school Caracterização dos profissionais responsáveis pela identificação da deficiência intelectual em escolares |
title |
Qualifications of the professionals in the assessment for identification of intelectual disability in the school |
spellingShingle |
Qualifications of the professionals in the assessment for identification of intelectual disability in the school Veltrone, Aline Aparecida assessment intellectual disability inclusive education. |
title_short |
Qualifications of the professionals in the assessment for identification of intelectual disability in the school |
title_full |
Qualifications of the professionals in the assessment for identification of intelectual disability in the school |
title_fullStr |
Qualifications of the professionals in the assessment for identification of intelectual disability in the school |
title_full_unstemmed |
Qualifications of the professionals in the assessment for identification of intelectual disability in the school |
title_sort |
Qualifications of the professionals in the assessment for identification of intelectual disability in the school |
author |
Veltrone, Aline Aparecida |
author_facet |
Veltrone, Aline Aparecida Mendes, Enicéia Gonçalves |
author_role |
author |
author2 |
Mendes, Enicéia Gonçalves |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Veltrone, Aline Aparecida Mendes, Enicéia Gonçalves |
dc.subject.por.fl_str_mv |
assessment intellectual disability inclusive education. |
topic |
assessment intellectual disability inclusive education. |
description |
This paper aimed to describe qualifications of education professionals in the assessment for identification of intellectual disability as well as the procedures used in this process. A total of 67 professionals of special schools, and mainstream municipal and state schools of five towns within the State of São Paulo participated in the study. The data were gathered and used to describe in detail the evaluation team formation, including their position, academic background, and the methods used in the assessment. In general, the data show that there are no standards of competence for professionals involved in the assessment including the lack of established methodological and procedural guidelines for such evaluations. Moreover it also indicates that different methodologies have been employed by special school and within the municipal and state education system. Furthermore, the study points out that intellectual disability is ultimately understood in terms of both the demand for support for pupil with intellectual impairment and the concepts of the immediate social and cultural context in which the learning occurs and where the student takes part in a range of activities. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-06-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/2450 10.5902/1984686X2450 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/2450 |
identifier_str_mv |
10.5902/1984686X2450 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/2450/1716 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 61-75 Revista de Educación Especial; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 61-75 Revista Educação Especial; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 61-75 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
_version_ |
1799944198282018816 |