Concepciones de los profesores sobre el proceso de evaluación de un estudiante con discapacidad intelectual
The teacher’s conceptions can have a direct influence in their evaluation of the students, even more so when talking about Special Education. Thus, the objective of the research was to analyze the conceptions of teachers who were acting in Specialized Educational Services (SES) and of ones that were...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal do Maranhão (UFMA) |
| Repositorio: | Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.periodicoseletronicos.ufma.br:article/19624 |
| Acceso en línea: | https://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/19624 |
| Access Level: | acceso abierto |
| Palabra clave: | special education inclusive education conception; evaluation educação especial educação inclusiva concepção avaliação ensino remoto educación especial educación inclusiva concepción evaluación enseñanza remota |
| Sumario: | The teacher’s conceptions can have a direct influence in their evaluation of the students, even more so when talking about Special Education. Thus, the objective of the research was to analyze the conceptions of teachers who were acting in Specialized Educational Services (SES) and of ones that were in common education only, with how these conceptions affected their evaluation process of a student with intellectual disability during remote classes. A case study was done with two teachers employed at a local school. The data was collected through non-structured observations in group chats on WhatsApp, messages, calls and interviews.All the observations were registered in the logbook. The written messages, the WhatsApp audio messages and the interviews were transcribed in a reliable manner. For the data analysis, the triangulation and content analysis techniques were used. The results showed that the teachers’ conceptions in regards to the student with intellectual disability were restricted and limited to a clinical bias, and the concepts of evaluation werebased in a qualifying view, built on measuring what was learned. It stands out that it is necessary to promote reflexion around the conceptions teachers have to effectively encourage an inclusive education. |
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