A avaliação da aprendizagem das crianças com deficiências nos anos iniciais do ensino fundamental.

Abstract

Over the years, the way in which assessment is carried out has undergone several changes. Today, we understand that assessment of learning in schools is no longer considered a punitive instrument for students, but rather a way of assessing the development and evolution of these students in the classroom. Expanding this discussion to Inclusive Education, this debate becomes necessary, since many teachers still do not know how to assess the development of students with disabilities. In this sense, this study focuses on Inclusive Education and Assessment of Learning. In order to answer some questions that arose, a question was developed to guide this study and is presented as: how is the assessment of the learning of children with disabilities in the Early Years of Elementary School carried out? The general objective of the study was to investigate how children with disabilities are being assessed by teachers in charge of the Early Years of Elementary School. The following specific objectives were considered: To verify whether the Individualized Educational Plan (PEI) is being used to assess the development of children with disabilities; to identify whether there is a difference in the learning of children with disabilities in relation to children without disabilities; to analyze whether children with disabilities are able to develop based on the assessment of learning provided by the teacher. The method chosen to guide the research was a qualitative, field, descriptive approach, thus establishing the semi-structured interview as the data collection procedure. Finally, the research was developed in a municipal elementary and preschool located in the city of Cajazeiras-PB. It was observed as results that the teachers only assess children with disabilities through observation, without defined objectives and delegate the assessment of the learning of this population to the resource room teacher.