EDUCATIONAL INCLUSION:: THE PSYCHOEDUCATIONAL ASSESSMENT IN THE SCHOOL CONTEXT AND MINOR CURRICULAR ADAPTATIONS

• Autor(a) principal: BRODAY, Elis Regina
• Data de Publicação: 2022
• Outros Autores: CRUZ, Gilmar de Carvalho, El TASSA, Khaled Omar Mohamad
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Diálogos e Perspectivas em Educação Especial (Online)
• DOI: 10.36311/2358-8845.2022.v9n1.p71-88
• Texto Completo: https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/10519
• topic: Inclusão educacional; Avaliação Psicoeducacional no Contexto Escolar; Educação Básica.; Educational inclusion; Psychoeducational assessment in the school context; Basic education.

The educational inclusion of the target audience for Special Education is a matter of discussion among teachers, administrators, specialists, researchers and family of these attendees. This study aims to discuss some of these demands, pursuing to diagnose how the Basic Education teachers, in different areas of knowledge, position themselves in face of some educational inclusion challenges related to the identification of the student with special needs; to the process of the Psychoeducational Assessment in the School Context; and minor curricular adaptations. We endeavor to understand how the Psychoeducational Assessment in the School Context promotes/sustains the minor curricular adaptations and its repercussion in the pedagogical practice of basic education teachers. For the analysis and discussion of its outcomes, we use Bardin Content Analysis (2011). The results show practices that are still far away from an effective educational inclusion, in which there is a detachment between the Specialized Educational Attendance and the work of the common education teacher, who does not take part in the process and sees the specialist teacher as the responsible one for the Psychoeducational Assessment in the School Context. The results reveal the importance of educating and training the teacher towards the educational inclusion, which demands a shared effort, in which the final goal must be the education itself, in all its dynamics, believing that the school has the responsibility to develop academic, cognitive, affective-emotional and social capacities of all students, with or without any special needs.