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
- PDF (Português (Brasil))

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
- PDF (Español (España))
Measuring what we Value or Valuing what we Measure? Globalization, Accountability and the Question of Educational Purpose

Gert Biesta

815-832
- PDF (Português (Brasil))
The ambivalence of the External Evaluation of Schools effects in the school practices

Joana Raquel Faria de Sousa, José Augusto Pacheco

833-848
- PDF (Português (Brasil))
Include, compare and compete: large-scale external assessment services and school inclusion

Geovana Mendonça Lunardi Mendes, Marilia Segabinazzi

849-862
- PDF (Português (Brasil))
Large-scale evaluation of basic education and school inclusion: polarizing issues

Sandra Maria Zákia Lian Sousa

863-878
- PDF (Português (Brasil))
Invisibilities in the National Literacy Assessment (ANA): students with disabilities and teaching

Kamila Lockmann, Roseli Belmonte Machado

879-892
- PDF (Português (Brasil))
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
- PDF (Português (Brasil))
Basic educational evaluation and Inclusive Education: the places of special education students

Andressa Santos Rebelo, Mônica de Carvalho Magalhães Kassar

907-922
- PDF (Português (Brasil))
Special education student evaluation: perspectives of specialized teachers

Enicéia Gonçalves Mendes, Sabrina Mazo D´Affonseca

923-938
- PDF (Português (Brasil))
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
- PDF (Português (Brasil))
- PDF
The evaluation action in the area of intellectual disability: between improvisations and uncertainties

Anna Augusta Sampaio de Oliveira

981-994
- PDF (Português (Brasil))
Support services for school inclusion and the constitution of differential normalities

Raquel Frohlich, Maura Corcini Lopes

995-1008
- PDF (Português (Brasil))
Assessment of learning in contexts of school inclusion

Márcia Marin, Patrícia Braun

1009-1024
- PDF (Português (Brasil))
Mediated and collaborative construction of learning assessment tools in inclusive school

Alessandra de Fatima Giacomet Mello, Regina Célia Linhares Hostins

1025-1038
- PDF (Português (Brasil))
Why do schools continue using ‘medical reports’ for students with intellectual disabilities?

Márcia Denise Pletsch, Carla de Paiva

1039-1054
- PDF (Português (Brasil))
- PDF

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

Editorial

Editorial – Revista Educação Especial

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

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

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

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

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

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

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

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

Special education student evaluation: perspectives of specialized teachers

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

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

Support services for school inclusion and the constitution of differential normalities

Assessment of learning in contexts of school inclusion

Mediated and collaborative construction of learning assessment tools in inclusive school

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

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