Why do schools continue using ‘medical reports’ for students with intellectual disabilities?

Detalhes bibliográficos
Autor(a) principal: Pletsch, Márcia Denise
Data de Publicação: 2018
Outros Autores: Paiva, Carla de
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/32902
Resumo: This article discusses the assessment and referral of students with intellectual disabilities based on the directives of inclusive education contained in the National Policy of Special Education in the Perspective of Inclusive Education. The research was carried out with administrators from the area of Special Education from seven teaching networks in the Baixada Fluminense region of Rio de Janeiro state. As a theoretical reference we used the Stephen Ball’s policy cycle approach to discuss the various dimensions which still involve the assessment conceptions and practices adopted in teaching networks in order to guarantee (or not) the support of Specialized Educational Provision (AEE) for these students. Amongst other aspects, the results showed the predominance of the medical model, based on the use of medical reports, to the detriment of the social and rights model, in the assessment practices adopted by teaching networks. The investigation also pointed to the maintenance and even expansion, of public-private partnerships in the assessment processes of these individuals.
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spelling Why do schools continue using ‘medical reports’ for students with intellectual disabilities?¿Por qué las escuelas continúan "laudando" a alumnos con discapacidad intelectual?Por que as escolas continuam “laudando” alunos com deficiência intelectual?Intellectual disabilityPolicy cycleAssessment.Discapacidad intelectualCiclo de políticasEvaluación.Deficiência intelectualciclo de políticasavaliaçãoThis article discusses the assessment and referral of students with intellectual disabilities based on the directives of inclusive education contained in the National Policy of Special Education in the Perspective of Inclusive Education. The research was carried out with administrators from the area of Special Education from seven teaching networks in the Baixada Fluminense region of Rio de Janeiro state. As a theoretical reference we used the Stephen Ball’s policy cycle approach to discuss the various dimensions which still involve the assessment conceptions and practices adopted in teaching networks in order to guarantee (or not) the support of Specialized Educational Provision (AEE) for these students. Amongst other aspects, the results showed the predominance of the medical model, based on the use of medical reports, to the detriment of the social and rights model, in the assessment practices adopted by teaching networks. The investigation also pointed to the maintenance and even expansion, of public-private partnerships in the assessment processes of these individuals.Este artículo discute la evaluación y el encaminamiento de alumnos con discapacidad intelectual, a partir de las directrices de educación inclusiva contenidas en la Política Nacional de Educación Especial en la Perspectiva de la Educación Inclusiva. La investigación fue realizada con gestores del área de Educación Especial de siete Redes de Enseñanza de la Baixada Fluminense /RJ. Como referencial teórico y metodológico empleamos el enfoque del ciclo de políticas Stephen J Ball para discutir las diversas dimensiones que involucran, aún hoy, las concepciones y prácticas evaluadoras adoptadas en las Redes encuestadas para garantizar o no el soporte del Atendimiento Educativo Especializado (AEE) para estos alumnos. Los resultados, entre otros aspectos, mostraron la predominancia del modelo médico con uso del laudo, en detrimento del modelo social y de derechos, en las prácticas de evaluación adoptadas por las Redes de Enseñanza. La investigación también ha señalado el mantenimiento y, incluso, la ampliación de las asociaciones público-privadas en el proceso de evaluación de estos sujetos.Este artigo discute a avaliação e o encaminhamento de alunos com deficiência intelectual a partir das diretrizes de educação inclusiva contidas na Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. A pesquisa foi realizada com gestores da área de Educação Especial de sete redes de ensino da Baixada Fluminense/RJ. Como referencial teórico e metodológico empregamos a abordagem do ciclo de políticas de Stephen Ball para discutir as várias dimensões que envolvem, ainda hoje, as concepções e práticas avaliativas adotadas nas redes de ensino para garantir ou não o suporte do Atendimento Educacional Especializado (AEE) para estes alunos. Os resultados, entre outros aspectos, mostraram a predominância do modelo médico com uso do laudo, em detrimento do modelo social e de direitos, nas práticas avaliativas adotadas pelas redes de ensino. A investigação também sinalizou a manutenção e, até mesmo, a ampliação das parcerias público-privado no processo de avaliação destes sujeitos.Universidade Federal de Santa Maria2018-10-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/3290210.5902/1984686X32902Special Education Magazine; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 1039-1054Revista de Educación Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 1039-1054Revista Educação Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 1039-10541984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporenghttp://periodicos.ufsm.br/educacaoespecial/article/view/32902/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/32902/pdf_1Copyright (c) 2018 Revista Educação Especialinfo:eu-repo/semantics/openAccessPletsch, Márcia DenisePaiva, Carla de2018-10-09T17:47:22Zoai:ojs.pkp.sfu.ca:article/32902Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2018-10-09T17:47:22Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Why do schools continue using ‘medical reports’ for students with intellectual disabilities?
¿Por qué las escuelas continúan "laudando" a alumnos con discapacidad intelectual?
Por que as escolas continuam “laudando” alunos com deficiência intelectual?
title Why do schools continue using ‘medical reports’ for students with intellectual disabilities?
spellingShingle Why do schools continue using ‘medical reports’ for students with intellectual disabilities?
Pletsch, Márcia Denise
Intellectual disability
Policy cycle
Assessment.
Discapacidad intelectual
Ciclo de políticas
Evaluación.
Deficiência intelectual
ciclo de políticas
avaliação
title_short Why do schools continue using ‘medical reports’ for students with intellectual disabilities?
title_full Why do schools continue using ‘medical reports’ for students with intellectual disabilities?
title_fullStr Why do schools continue using ‘medical reports’ for students with intellectual disabilities?
title_full_unstemmed Why do schools continue using ‘medical reports’ for students with intellectual disabilities?
title_sort Why do schools continue using ‘medical reports’ for students with intellectual disabilities?
author Pletsch, Márcia Denise
author_facet Pletsch, Márcia Denise
Paiva, Carla de
author_role author
author2 Paiva, Carla de
author2_role author
dc.contributor.author.fl_str_mv Pletsch, Márcia Denise
Paiva, Carla de
dc.subject.por.fl_str_mv Intellectual disability
Policy cycle
Assessment.
Discapacidad intelectual
Ciclo de políticas
Evaluación.
Deficiência intelectual
ciclo de políticas
avaliação
topic Intellectual disability
Policy cycle
Assessment.
Discapacidad intelectual
Ciclo de políticas
Evaluación.
Deficiência intelectual
ciclo de políticas
avaliação
description This article discusses the assessment and referral of students with intellectual disabilities based on the directives of inclusive education contained in the National Policy of Special Education in the Perspective of Inclusive Education. The research was carried out with administrators from the area of Special Education from seven teaching networks in the Baixada Fluminense region of Rio de Janeiro state. As a theoretical reference we used the Stephen Ball’s policy cycle approach to discuss the various dimensions which still involve the assessment conceptions and practices adopted in teaching networks in order to guarantee (or not) the support of Specialized Educational Provision (AEE) for these students. Amongst other aspects, the results showed the predominance of the medical model, based on the use of medical reports, to the detriment of the social and rights model, in the assessment practices adopted by teaching networks. The investigation also pointed to the maintenance and even expansion, of public-private partnerships in the assessment processes of these individuals.
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/32902
10.5902/1984686X32902
url http://periodicos.ufsm.br/educacaoespecial/article/view/32902
identifier_str_mv 10.5902/1984686X32902
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/32902/pdf
http://periodicos.ufsm.br/educacaoespecial/article/view/32902/pdf_1
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
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; 1039-1054
Revista de Educación Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 1039-1054
Revista Educação Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 1039-1054
1984-686X
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instname_str Universidade Federal de Santa Maria (UFSM)
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reponame_str Revista Educação Especial (UFSM)
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repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
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