Assessment of learning in contexts of school inclusion

Abstract

School evaluation is a teaching activity that demands systematic and procedural observation about student learning and development in general. However, the way it was constituted generated classification models that favor homogeneity over the school process. And when there is a student who presents a specificity in their development, the context of the evaluation generates problematizations. Thus, this text aims to address the issue of learning assessment in a context of school inclusion, reflect on the theoretical and practical beliefs for students with intellectual disabilities or autism that require educational responses tailored to their needs and present some developed practices. For this agenda, the methodological basis was based on a review of the scientific literature on the topic cut and the experience report on the evaluation practices developed in two public primary schools in the city of Rio de Janeiro. The review of the literature indicates that studies on the subject, although dense and urgent, are still few, mainly on the focus of analyzes regarding daily and systematic practices that make up a school year. Experiences on the scenario of the two schools targeted by this work reveal that, in addition to mediation being confirmed as the maximum factor in this process, the evaluation practices for these students make sense and favor development processes when there is the organization of school instruments and structures (time, space, human and material resources) minimally thought out and made available as the demands and specificities on this learning are observed.