Special education student evaluation: perspectives of specialized teachers
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/33082 |
Resumo: | The present report presents the results of a study carried out with teachers of the specialized educational services that worked in multifunctional resource rooms. Seven teachers from the municipal network of a medium-sized São Paulo municipality, which counted 1,314 students with educational special needs. Interviews conducted with focus groups held during two meetings all videotaped and the speeches were analyzed using the Atlas-ti software. The corpus of the study composed by 240 excerpts in the teachers' narratives, classified in 165 codes and 16 families. The results were organized in the following topics: a) The assessment process for identification; b) The question of clinical diagnosis, c) Assessing for planning, d) Assessment for attendance, e) Evaluation of performance in the specialized educational service, f) Evaluation of academic performance in the common class, g) Retention/promotion of level or series, h) Participation of students in large scale standardized assessments. Overall, the evidence allows concluding that coexist a variety of evaluation processes, indicating the lack of clearer guidelines for schools and teachers. There were weaknesses in the processes of assessment for identification, negligence in relation to evaluation processes for both planning and performance, which seems to indicate that we are still far from guaranteeing more than presence, but the realization of the right to education of the students from the target audience of Special Education in Brazilian schools. |
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Special education student evaluation: perspectives of specialized teachersEvaluación de los estudiantes de la educación especial: perspectivas de profesores especializadosAvaliação dos estudantes público alvo da educação especial: perspectiva dos professores especializadosSpecial educationSchool inclusionEducational assessment.Educación especialInclusión escolarEvaluación educativa.Educação Especialinclusão escolaravaliação educacionalThe present report presents the results of a study carried out with teachers of the specialized educational services that worked in multifunctional resource rooms. Seven teachers from the municipal network of a medium-sized São Paulo municipality, which counted 1,314 students with educational special needs. Interviews conducted with focus groups held during two meetings all videotaped and the speeches were analyzed using the Atlas-ti software. The corpus of the study composed by 240 excerpts in the teachers' narratives, classified in 165 codes and 16 families. The results were organized in the following topics: a) The assessment process for identification; b) The question of clinical diagnosis, c) Assessing for planning, d) Assessment for attendance, e) Evaluation of performance in the specialized educational service, f) Evaluation of academic performance in the common class, g) Retention/promotion of level or series, h) Participation of students in large scale standardized assessments. Overall, the evidence allows concluding that coexist a variety of evaluation processes, indicating the lack of clearer guidelines for schools and teachers. There were weaknesses in the processes of assessment for identification, negligence in relation to evaluation processes for both planning and performance, which seems to indicate that we are still far from guaranteeing more than presence, but the realization of the right to education of the students from the target audience of Special Education in Brazilian schools.El presente relato presenta los resultados de un estudio realizado con profesores de la atención educativa especializada que actuaban en salas de recursos multifuncionales. Participaron siete profesores de la red municipal de un municipio paulista, de mediano porte, que contabilizaba 1.314 matrículas de alumnos con necesidades educativas especiales, y se basó en entrevistas con grupos focales realizadas durante dos encuentros. Todos los encuentros fueron grabados, y posteriormente las palabras fueron transcritas y analizadas usando el software Atlas-ti. El corpus del estudio fue compuesto por 240 extractos en las narrativas de los profesores, clasificadas en 165 códigos y 16 familias. Los resultados se organizaron en los siguientes temas: a) el proceso de evaluación para la identificación; b) La cuestión del diagnóstico clínico, c) Evaluación para la planificación, d) Plan de atención, e) Evaluación del desempeño en la atención educativa individualizada, f) Evaluación del rendimiento académico en la clase común, g) Retención / promoción de nivel o serie, h) Participación de los alumnos en evaluaciones estandarizadas a gran escala. En el conjunto las evidencias permiten concluir que coexisten una variedad de procesos de evaluación, lo que indica la falta de directrices más claras para las escuelas y profesores. Se observó que hay fragilidades en los procesos de evaluación para identificación, negligencia en relación a los procesos de evaluación tanto para la planificación y el desempeño, lo que parece indicar que todavía estamos lejos de garantizar más que la presencia, pero la efectividad del derecho a la educación de los alumnos del público objetivo de la Educación Especial en las escuelas brasileñas.O presente relato apresenta os resultados de um estudo realizado com professores do atendimento educacional especializado que atuavam em salas de recursos multifuncionais. Participaram sete professores da rede municipal de um município paulista, de médio porte, que contabilizava 1.314 matrículas de alunos com necessidades educacionais especiais, e foi baseada em entrevistas com grupos focais realizadas durante dois encontros. Todos os encontros foram videogravados, e posteriormente as falas foram transcritas e analisadas usando-se o software Atlas-ti. O corpus do estudo foi composto por 240 excertos nas narrativas dos professores, classificadas em 165 códigos e 16 famílias. Os resultados foram organizados nos seguintes temas: a) O Processo de avaliação para identificação; b) A questão do diagnóstico clínico, c) Avaliação para planejamento, d) Plano de atendimento, e) Avaliação do desempenho no atendimento educacional individualizado, f) Avaliação do rendimento acadêmico na classe comum, g) Retenção/promoção de nível ou série, h) Participação dos alunos em avaliações padronizadas de larga escala. No conjunto as evidencias permitem concluir que coexistem uma variedade de processos de avaliação, o que indica a falta de diretrizes mais claras para as escolas e professores. Observou-se fragilidades nos processos de avaliação para identificação, negligencia em relação aos processos de avaliação tanto para planejamento quanto do desempenho, o que parece indicar que ainda estamos longe de garantir mais do que a presença, mas a efetivação do direito à educação dos alunos do público alvo da Educação Especial nas escolas brasileiras.Universidade Federal de Santa Maria2018-10-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/3308210.5902/1984686X33082Special Education Magazine; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 923-938Revista de Educación Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 923-938Revista Educação Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 923-9381984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/33082/pdfCopyright (c) 2018 Revista Educação Especialinfo:eu-repo/semantics/openAccessMendes, Enicéia GonçalvesD´Affonseca, Sabrina Mazo2021-01-14T17:37:51Zoai:ojs.pkp.sfu.ca:article/33082Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2021-01-14T17:37:51Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Special education student evaluation: perspectives of specialized teachers Evaluación de los estudiantes de la educación especial: perspectivas de profesores especializados Avaliação dos estudantes público alvo da educação especial: perspectiva dos professores especializados |
title |
Special education student evaluation: perspectives of specialized teachers |
spellingShingle |
Special education student evaluation: perspectives of specialized teachers Mendes, Enicéia Gonçalves Special education School inclusion Educational assessment. Educación especial Inclusión escolar Evaluación educativa. Educação Especial inclusão escolar avaliação educacional |
title_short |
Special education student evaluation: perspectives of specialized teachers |
title_full |
Special education student evaluation: perspectives of specialized teachers |
title_fullStr |
Special education student evaluation: perspectives of specialized teachers |
title_full_unstemmed |
Special education student evaluation: perspectives of specialized teachers |
title_sort |
Special education student evaluation: perspectives of specialized teachers |
author |
Mendes, Enicéia Gonçalves |
author_facet |
Mendes, Enicéia Gonçalves D´Affonseca, Sabrina Mazo |
author_role |
author |
author2 |
D´Affonseca, Sabrina Mazo |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Mendes, Enicéia Gonçalves D´Affonseca, Sabrina Mazo |
dc.subject.por.fl_str_mv |
Special education School inclusion Educational assessment. Educación especial Inclusión escolar Evaluación educativa. Educação Especial inclusão escolar avaliação educacional |
topic |
Special education School inclusion Educational assessment. Educación especial Inclusión escolar Evaluación educativa. Educação Especial inclusão escolar avaliação educacional |
description |
The present report presents the results of a study carried out with teachers of the specialized educational services that worked in multifunctional resource rooms. Seven teachers from the municipal network of a medium-sized São Paulo municipality, which counted 1,314 students with educational special needs. Interviews conducted with focus groups held during two meetings all videotaped and the speeches were analyzed using the Atlas-ti software. The corpus of the study composed by 240 excerpts in the teachers' narratives, classified in 165 codes and 16 families. The results were organized in the following topics: a) The assessment process for identification; b) The question of clinical diagnosis, c) Assessing for planning, d) Assessment for attendance, e) Evaluation of performance in the specialized educational service, f) Evaluation of academic performance in the common class, g) Retention/promotion of level or series, h) Participation of students in large scale standardized assessments. Overall, the evidence allows concluding that coexist a variety of evaluation processes, indicating the lack of clearer guidelines for schools and teachers. There were weaknesses in the processes of assessment for identification, negligence in relation to evaluation processes for both planning and performance, which seems to indicate that we are still far from guaranteeing more than presence, but the realization of the right to education of the students from the target audience of Special Education in Brazilian schools. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-10-09 |
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/33082 10.5902/1984686X33082 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/33082 |
identifier_str_mv |
10.5902/1984686X33082 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/33082/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Revista Educação Especial |
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. 31, n. 63, out./dez. 2018; 923-938 Revista de Educación Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 923-938 Revista Educação Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 923-938 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_ |
1820690962259640320 |