Evaluation of teaching and learning for people with intellectual disabilities in regular schools in times of pandemic

• Autor(a) principal: Mendonça, Andreia Vieira de
• Data de Publicação: 2023
• Outros Autores: Viana, Tania Vicente, Nascimento, Karla Angélica Silva do
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/214481
• topic: Evaluation of school performance; Intellectual developmental disorder; Inclusive education; Covid-19; Avaliação do rendimento escolar; Transtorno do Desenvolvimento Intelectual; Educação inclusiva; Covid-19

This article aims to identify the evaluation of teaching-learning in regular education during the Covid-19 pandemic (2020-2021), focusing on people with intellectual disabilities. In this sense, we find elements for reflection about evaluating people with intellectual disabilities, contextualizing an approach for its re-signification. To this end, pertinent questions are related to the appreciation of students’ individual differences, discussing the evaluation of teaching-learning in the inclusive context. The study is qualitative, using a semi-structured interview script with family members and/or guardians of people with intellectual disabilities to highlight the relationship between legislation, teaching-learning assessment, and inclusive education in the context of the Covid-19 pandemic (2020-2021). The data analyzed are part of Mendonça’s thesis (2022). The literature review provides theoretical references to contribute to the discussion. The evaluation of teaching-learning in regular education during the Covid-19 pandemic (2020-2021) was problematized concerning people with intellectual disabilities. It was verified, by a portion of the sample, that the evaluation of people with intellectual disabilities was neglected in this period, and, among the other research participants, it is characterized by the limited use of quantitative and measurement instruments. We conclude the need to rethink the evaluation of the teaching-learning of the person with intellectual disabilities, in an inclusive context, under the Brazilian legislation in force.