Resumen

OLIVEIRA, Anna Augusta Sampaio  y  CAMPOS, Thaís Emilia. Avaliação em Educação Especial: o ponto de vista do professor de alunos com deficiência. Est. Aval. Educ. [online]. 2005, vol.16, n.31, pp.51-78. ISSN 0103-6831.

The aim of this paper is to discuss the evaluation of progress of students with some kind of impairment. Thus, an investigation about the concrete practice of educational evaluation was carried out to examine, with the aid of the specialized teacher, which criteria and strategies characterize the evaluation process used to inform pedagogical practice and decisions about such students’ educational destiny. For this purpose, a questionnaire with closed questions was designed and submitted to 79 skilled teachers working in one of the four areas of special education (hearing, physical, mental and visual) in special classrooms, resource classrooms, inclusive and common classrooms in Fundamental Education and at the Special School APAE. From this total, 39 questionnaires were completed. The answers were classified according to analytical categories and submitted to the appreciation of consultants. The results showed that no significant differences occurred among the different teachers, which allows us to infer that whether in specialized institutions, in common or in special classrooms, teachers’ concerns when evaluating their students seem to revolve around the same aspects, except for small differences due to specific goals of the educational resources the students use.

Palabras clave : Educational Development; Students With Impairments; Specialized Teacher; Special Education.

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