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Revista Brasileira de Educação Especial
versión impresa ISSN 1413-6538versión On-line ISSN 1980-5470
Resumen
FONSECA, Sarah Cecílio; CARVALHO-FREITAS, Maria Nivalda de y OLIVEIRA, Marcos Santos de. Forms Of Assessment and Intervention with People with Intellectual Disabilities in Schools. Rev. bras. educ. espec. [online]. 2022, vol.28, e0032. Epub 09-Nov-2022. ISSN 1980-5470. https://doi.org/10.1590/1980-54702022v28e0032.
Intellectual disability (ID) is defined as limitations in learning ability, adaptive behavior and conceptual, social and practical skill sets. Assessment of this behavior aims to define the profile and support needs that the person with ID needs to develop activities. Te objective was to identify evaluation and intervention strategies carried out in regular and specialized schools in Minas Gerais, Brazil, for the development of competences and autonomy in students with ID. Data collection was quantitative and qualitative, using an online questionnaire. Te quantitative part was based on the adaptation of the Progress Assesment Chart and made it possible to investigate whether teachers have assessed skills related to the areas of development: communication, personal care, socialization and occupation. Te qualitative part consisted of open questions about assessment, intervention and family involvement. Te results showed that schools have developed inclusive practices foreseen in public policies. Assessment of adaptive behavior has taken place in schools, although not always in a systematic way. On the one hand, it was identified that there is still a need to rethink pedagogical practices, which are often guided by the understanding of the individual model of disability. On the other hand, there is the emergence of the understanding of the person with ID as a subject of rights and possibilities. Research limits and practical developments were indicated.
Palabras clave : Deficiência intelectual; Comportamento adaptativo; Práticas pedagógicas.