Avaliação E Educação Especial Em São Carlos

Abstract

1 Programa de P os graduac ßão em Educac ßão Especial -UFSCar; 2 (UFSCAR), Graduac ßão em Educac ßão EspecialUFSCar, CAPES, Poster, Eixo: Organizac ßão escolar, curr ıculo e avaliac ßão da equidade e inclusão Palavras-chave: Avaliação; Educação Especial; Brasil.A pol ıtica educacional brasileira prevê que a escolarizac ßão de estudantes com deficiência seja realizada em classes comuns de escolas regulares e que esses alunos tenham direito ao atendimento educacional especializado (AEE) nas salas de recursos multifuncionais (SRM). A investigac ßão chamada Observat orio Nacional de Educac ßão Especial (Oneesp) de um estudo em rede nacional sobre o programa de implementac ßão das SRM, 2010 a 2014, enfocou três eixos para avaliar essa pol ıtica: (a) o processo de avaliac ßão do aluno da SRM (para identificac ßão, planejamento e desempenho), (b) a formac ßão inicial e continuada dos professores que atuam nas SRM, e (c) organizac ßão e funcionamento das SRM. A partir da metodologia de pesquisa colaborativa, 203 pesquisadores de 16 estados brasileiros desenvolveram um estudo baseado em: (a) Sessões de entrevistas com grupos focais formado por professores de SRM de 56 munic ıpios, (b) entrevistas com 36 gestores municipais da educac ßão inclusiva e uma (c) pesquisa on-line nacional preenchida por cerca de 1200 professores de SRM. Este artigo e um recorte da pesquisa realizada no munic ıpio brasileiro chamado São Carlos localizado no estado de São Paulo sobre o eixo a). No total foram realizados 8 encontros tem aticos sobre as pol ıticas p ublicas de AEE nas SRM sendo que este excerto descreve, analisa e discute dois encontros sobre avaliac ßão pelo qual foram utilizadas as t ecnicas de pesquisa colaborativa de descric ßão, informac ßão e confrontac ßão sobre o tema. Os resultados indicam, ainda, que muito do que se faz a t ıtulo de Plano de AEE nesta rede centra-se no planejamento das ac ßões do professor da SRM, ou no AEE, enquanto que não aparece a relac ßão com o ensino ofertado em classe comum. A avaliac ßão do desempenho do aluno, por outro lado, tamb em sofre com esse div orcio entre o ensino na SRM e na classe comum, e as pr aticas adotadas de avaliac ßão para atribuir conceitos, para aferir desempenho em avaliac ßões de larga escala, e para decidir se o aluno deve ou não ser promovido, são muito variadas, o que indica a falta de diretrizes claras sobre como monitorar o desempenho do aluno na escola comum. Neste contexto, onde muito ainda precisa ser definido e discutido, pretendeu-se mostrar que as estrat egias de formac ßão devem impulsionar a reflexão cr ıtica dos professores sobre suas pr aticas, sendo que a pesquisa colaborativa, quando bem conduzida, pode atingir esses objetivos de mobilizar crenc ßas, saberes e opiniões que embasam as pr aticas dos professores.

Individualized Educational Plan: implementation and influence on collaborative work for the inclusion of students with autism

“…This aspect is particularly well-described by Glat and Pletsch (2013, p. 32, emphasis added, our translation), who highlight that "[...] it is fundamental that the IEP proposal be elaborated collaboratively among teachers [...]". Tannús-Valadão (2010) corroborates the same operability indicating the need for the IEP to be developed collaboratively with participation by the school, parents, the student (whenever possible), and other relevant professionals and educational agencies.…”

“…In the educational field, research on the inclusion of students with ASD in Brazil demonstrates the challenging reality of such a process. Enrollment of individuals with ASD has increased considerably in recent years in general education schools (Gomes and Mendes, 2010;Nunes, Azevedo, and Schmidt, 2013;Brasil, 2019). However, there is little participation of students in the school context and a failure to provide quality teaching and academic advancement for these students.…”

“…However, there is little participation of students in the school context and a failure to provide quality teaching and academic advancement for these students. This is exemplified by situations such as trainees having low degree of education and no specific training for assisting these students; academic retention of students for not meeting the evaluation benchmarks in progress nor those of the subsequent years; low classroom attendance by students, causing gaps in pedagogical content that is important for their school progress; lack of methodological adaptation in didactic terms and in the topographic presentation of contents; teacher's lack of knowledge about the student; lack of teaching strategies; the teaching conceptions themselves, and limited use of validated practices, among others (Gomes and Mendes, 2010;Nunes, Azevedo, and Schmidt, 2013;Pereira and Nunes, 2018). This can be explained by teachers' difficulties regarding behavioral and pedagogical aspects (what and how to evaluate and teach) involved in the inclusion process for autistic students, widely documented in the national literature (Bosa, 2006;Schmidt et al, 2016;Camargo et al, 2020).…”

“…The IEP is an instrument that has been used internationally, in European countries and North America, to enable appropriate conditions for the inclusion of children and young people with special needs in general education (Tannús-Valadão, 2010). The IEP can be understood as an instructional tool that guides teaching while meeting the individual needs of students with a disability in a documented manner.…”

“…The use of IEP in Brazil is still in its early stages and consists of limited and isolated initiatives (Glat and Pletsch, 2013). Although its adoption is encouraged in Brazil, there is no legal determination for the specific use of the IEP as a tool to assist in the inclusion process of students with special educational needs in schools (Tannús-Valadão, 2010;Tannús-Valadão et al, 2016). However, the IEP can significantly contribute to the instrumentalization of teachers in a very objective and practical way (Pereira and Nunes, 2018).…”