Reflections on the assessment of student learning in Special Education at Basic Education
Autor(a) principal: | |
---|---|
Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/7190 |
Resumo: | This text reflects on special education student's accomplishment at basic education level, focusing on issues concerning the assessment of learning. Educational policies from an inclusive perspective have guided education systems to develop strategies with the purpose to include these students in school life. This means recognizing them as subjects of learning, taking into account their limitations, but also their possibilities and especially their peculiarities and the different ways of learning and teaching resulting from that. For special education to be effective as an inclusive perspective, pedagogical practices in school at basic education level should be organized collectively in school, always preserving the role of the coordinating teacher in conducting the schooling processes for all students. However, this is not the dynamics found in most schools. The presence of students with disabilities in regular education schools further tightens discussions on the evaluation of learning, which will always be a task assigned to the coordinating teacher, the one who planned the teaching/learning process. Without ignoring the importance of specific accessibility resources to physical space and communication, as well as of adapting teaching materials to the needs of each student, it is important to consider that the education process for these subjects cannot be limited to the elimination of barriers, whether physical, communicational, informational or attitudinal. It is essential that the priorities of school pedagogical practices include the ownership of the historically produced knowledge on behalf of all students. For such empowerment to materialize, it is necessary to perform a teaching work articulated among different school professionals. |
id |
UFSM-9_a4cd55fb51c897c9a4706063109e7dc5 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/7190 |
network_acronym_str |
UFSM-9 |
network_name_str |
Revista Educação Especial (UFSM) |
repository_id_str |
|
spelling |
Reflections on the assessment of student learning in Special Education at Basic EducationReflexões sobre a avaliação da aprendizagem de alunos da modalidade Educação Especial na Educação BásicaSpecial EducationLearning assessmentBasic EducationThis text reflects on special education student's accomplishment at basic education level, focusing on issues concerning the assessment of learning. Educational policies from an inclusive perspective have guided education systems to develop strategies with the purpose to include these students in school life. This means recognizing them as subjects of learning, taking into account their limitations, but also their possibilities and especially their peculiarities and the different ways of learning and teaching resulting from that. For special education to be effective as an inclusive perspective, pedagogical practices in school at basic education level should be organized collectively in school, always preserving the role of the coordinating teacher in conducting the schooling processes for all students. However, this is not the dynamics found in most schools. The presence of students with disabilities in regular education schools further tightens discussions on the evaluation of learning, which will always be a task assigned to the coordinating teacher, the one who planned the teaching/learning process. Without ignoring the importance of specific accessibility resources to physical space and communication, as well as of adapting teaching materials to the needs of each student, it is important to consider that the education process for these subjects cannot be limited to the elimination of barriers, whether physical, communicational, informational or attitudinal. It is essential that the priorities of school pedagogical practices include the ownership of the historically produced knowledge on behalf of all students. For such empowerment to materialize, it is necessary to perform a teaching work articulated among different school professionals.http://dx.doi.org/10.5902/1984686X7190O presente texto faz algumas reflexões sobre a escolarização de alunos da modalidade educação especial na educação básica, focalizando questões sobre a avaliação da aprendizagem. As políticas educacionais em uma perspectiva inclusiva têm orientado os sistemas de ensino a desenvolver estratégias para o acolhimento de tais alunos no cotidiano escolar. Isso significa reconhecê-los como sujeitos de aprendizagem, levando em contasuas limitações, mas também suas possibilidades e principalmente suas especificidades e consequentes diferentes modos de aprender e de ensinar. Para que a educação especial se efetive como uma perspectiva inclusiva, as práticas pedagógicas escolares no âmbito da educação básica devem ser organizadas coletivamente na escola, preservando sempre o protagonismodo professor regente na condução dos processos de escolarização de todosos alunos. Porém, não é essa a dinâmica encontrada na maioria das escolas. A presença de estudantes com deficiência na escola do ensino regular tensiona ainda mais as discussões sobre a avaliação da aprendizagem, que será sempre tarefa do professor regente, daquele que planejou o processo de ensino/aprendizagem. Sem desconsiderar a importância derecursos específicos de acessibilidade ao espaço físico e à comunicação, além da adaptação de materiais pedagógicos às necessidades de cada aluno, é importante considerar que o processo de escolarização de tais sujeitos não pode se limitar à eliminação de barreiras, sejam elas físicas ,comunicacionais, informacionais ou mesmo atitudinais. É fundamental que esteja nas prioridades das práticas pedagógicas escolares a apropriação, por todos os alunos, dos conhecimentos historicamente produzidos. Para que tal apropriação ocorra, é necessário um trabalho pedagógico articulado entre os diferentes profissionais da escola.Palavras-chave: Modalidade Educação Especial; Avaliação da aprendizagem; Educação Básica.Universidade Federal de Santa Maria2012-11-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/719010.5902/1984686X7190Special Education Magazine; Revista Educação Especial, v. 25, n. 44, set./dez. 2012; 513-530Revista de Educación Especial; Revista Educação Especial, v. 25, n. 44, set./dez. 2012; 513-530Revista Educação Especial; Revista Educação Especial, v. 25, n. 44, set./dez. 2012; 513-5301984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/7190/pdfCarneiro, Maria Sylvia Cardosoinfo:eu-repo/semantics/openAccess2013-09-23T13:24:19Zoai:ojs.pkp.sfu.ca:article/7190Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2013-09-23T13:24:19Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Reflections on the assessment of student learning in Special Education at Basic Education Reflexões sobre a avaliação da aprendizagem de alunos da modalidade Educação Especial na Educação Básica |
title |
Reflections on the assessment of student learning in Special Education at Basic Education |
spellingShingle |
Reflections on the assessment of student learning in Special Education at Basic Education Carneiro, Maria Sylvia Cardoso Special Education Learning assessment Basic Education |
title_short |
Reflections on the assessment of student learning in Special Education at Basic Education |
title_full |
Reflections on the assessment of student learning in Special Education at Basic Education |
title_fullStr |
Reflections on the assessment of student learning in Special Education at Basic Education |
title_full_unstemmed |
Reflections on the assessment of student learning in Special Education at Basic Education |
title_sort |
Reflections on the assessment of student learning in Special Education at Basic Education |
author |
Carneiro, Maria Sylvia Cardoso |
author_facet |
Carneiro, Maria Sylvia Cardoso |
author_role |
author |
dc.contributor.author.fl_str_mv |
Carneiro, Maria Sylvia Cardoso |
dc.subject.por.fl_str_mv |
Special Education Learning assessment Basic Education |
topic |
Special Education Learning assessment Basic Education |
description |
This text reflects on special education student's accomplishment at basic education level, focusing on issues concerning the assessment of learning. Educational policies from an inclusive perspective have guided education systems to develop strategies with the purpose to include these students in school life. This means recognizing them as subjects of learning, taking into account their limitations, but also their possibilities and especially their peculiarities and the different ways of learning and teaching resulting from that. For special education to be effective as an inclusive perspective, pedagogical practices in school at basic education level should be organized collectively in school, always preserving the role of the coordinating teacher in conducting the schooling processes for all students. However, this is not the dynamics found in most schools. The presence of students with disabilities in regular education schools further tightens discussions on the evaluation of learning, which will always be a task assigned to the coordinating teacher, the one who planned the teaching/learning process. Without ignoring the importance of specific accessibility resources to physical space and communication, as well as of adapting teaching materials to the needs of each student, it is important to consider that the education process for these subjects cannot be limited to the elimination of barriers, whether physical, communicational, informational or attitudinal. It is essential that the priorities of school pedagogical practices include the ownership of the historically produced knowledge on behalf of all students. For such empowerment to materialize, it is necessary to perform a teaching work articulated among different school professionals. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-11-09 |
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/7190 10.5902/1984686X7190 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/7190 |
identifier_str_mv |
10.5902/1984686X7190 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/7190/pdf |
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. 25, n. 44, set./dez. 2012; 513-530 Revista de Educación Especial; Revista Educação Especial, v. 25, n. 44, set./dez. 2012; 513-530 Revista Educação Especial; Revista Educação Especial, v. 25, n. 44, set./dez. 2012; 513-530 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_ |
1799944199571767296 |