Avaliação e Educação Especial Inclusiva: relato de experiência sobre dois estudantes do ensino médio

Abstract

This article examines assessments carried out in a state high school in Espírito Santo, with two Special Education students. One of the students has Autism Spectrum Disorder and Intellectual Disability (ID), while the other has ID and speech difficulties due to Chronic Encephalopathy. The study records the experience of teachers who dealt with these students, identifying obstacles and opportunities during the assessment of learning. Adapting and personalizing the estimates for each student was essential, taking into account their specific needs. The article highlights the importance of including students with disabilities in assessment and the need for an inclusive pedagogical approach to consider the diversity of each student. The research highlights the possibilities of including students in the assessment, emphasizing the participation of education professionals, family members and students in the process. The study shows the importance of an approach that values diversity for the inclusion of all.