Revista Educação Especial, v. 31, n. 63, out./dez. 2018

View Revista Educação Especial, v. 31, n. 63, out./dez. 2018
Published: 2018-10-09

Editorial

  • Editorial – Revista Educação Especial

    Geovana Mendonça Lunardi Mendes, Kamila Lockmann, Márcia Denise Pletsch, Carlo Schmidt, Eliana Pereira de Menezes, Clenio Perlin Berni
    777-784
    DOI: https://doi.org/10.5902/1984686X35068

Dossiê – Avaliar, diagnosticar, medir: das práticas avaliativas a avaliações em larga escala na Educação Especial

  • The ambivalence of the External Evaluation of Schools effects in the school practices

    Gustavo E. Fischman, Amelia Marcetti Topper, Iveta Silova
    785-814
    DOI: https://doi.org/10.5902/1984686X33483

  • Measuring what we Value or Valuing what we Measure? Globalization, Accountability and the Question of Educational Purpose

    Gert Biesta
    815-832
    DOI: https://doi.org/10.5902/1984686X33482

  • The ambivalence of the External Evaluation of Schools effects in the school practices

    Joana Raquel Faria de Sousa, José Augusto Pacheco
    833-848
    DOI: https://doi.org/10.5902/1984686X33039

  • Include, compare and compete: large-scale external assessment services and school inclusion

    Geovana Mendonça Lunardi Mendes, Marilia Segabinazzi
    849-862
    DOI: https://doi.org/10.5902/1984686X33104

  • Large-scale evaluation of basic education and school inclusion: polarizing issues

    Sandra Maria Zákia Lian Sousa
    863-878
    DOI: https://doi.org/10.5902/1984686X32781

  • Invisibilities in the National Literacy Assessment (ANA): students with disabilities and teaching

    Kamila Lockmann, Roseli Belmonte Machado
    879-892
    DOI: https://doi.org/10.5902/1984686X33090

  • Results of research on large-scale evaluation policies in education and its impacts on school

    Claudia de Oliveira Fernandes, Henrique Dias Gomes de Nazareth
    893-906
    DOI: https://doi.org/10.5902/1984686X32906

  • Basic educational evaluation and Inclusive Education: the places of special education students

    Andressa Santos Rebelo, Mônica de Carvalho Magalhães Kassar
    907-922
    DOI: https://doi.org/10.5902/1984686X33107

  • Special education student evaluation: perspectives of specialized teachers

    Enicéia Gonçalves Mendes, Sabrina Mazo D´Affonseca
    923-938
    DOI: https://doi.org/10.5902/1984686X33082

  • Guidelines for the development of the IEP as an evaluation tool for students with autism: an interventional study

    Débora Mara Pereira, Débora Regina de Paula Nunes
    939-960
    DOI: https://doi.org/10.5902/1984686X33048

  • The evaluation action in the area of intellectual disability: between improvisations and uncertainties

    Anna Augusta Sampaio de Oliveira
    981-994
    DOI: https://doi.org/10.5902/1984686X33065

  • Support services for school inclusion and the constitution of differential normalities

    Raquel Frohlich, Maura Corcini Lopes
    995-1008
    DOI: https://doi.org/10.5902/1984686X33074

  • Assessment of learning in contexts of school inclusion

    Márcia Marin, Patrícia Braun
    1009-1024
    DOI: https://doi.org/10.5902/1984686X33103

  • Mediated and collaborative construction of learning assessment tools in inclusive school

    Alessandra de Fatima Giacomet Mello, Regina Célia Linhares Hostins
    1025-1038
    DOI: https://doi.org/10.5902/1984686X33101

  • Why do schools continue using ‘medical reports’ for students with intellectual disabilities?

    Márcia Denise Pletsch, Carla de Paiva
    1039-1054
    DOI: https://doi.org/10.5902/1984686X32902