“I PRETEND TO CORRECT”

THE PROCESS OF ASSESSING LEARNING IN INCLUSIVE EDUCATION

Abstract

This article aims to analyze how the learning assessment process occurs in inclusive education, based on the results of a quantitative and qualitative research on the educational situation of children and adolescents with disabilities in institutional care. After the theoretical foundation based on studies of Special and Inclusive Education and the Historical-Cultural Theory, 6 semi-structured interviews were conducted, 1 in early childhood education, 3 in elementary school and 2 in high school. In the universe of 7 care units and 12 schools, 20 questionnaires were applied to unit coordinators and 20 questionnaires to teachers. The analysis of the references reveals that there is a lack of studies in the academic environment that specifically address the theme of assessment in the teaching-learning process of students in the Target Audience of Special Education and there is a lack of guidelines and guiding documents with specific guidance on the assessment of these students. The interviews indicated that there is no scoring in Early Childhood Education; children are assessed procedurally throughout the school year through observations and records. In Elementary and High School, grading is legally required based on average, which makes it difficult for teachers to assess their students. According to the teachers' assessment, there was progress in learning, which indicates the need to review the assessment process for PAEE students.