Achilles’ heel: from greek mythology to challenges in the  routines of school avaliation in the resources rooms

dc.creator	Denise Meyrelles de Jesus
dc.creator	Ana Marta Bianchi de Aguiar
dc.date	2012-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:25Z
dc.date.available	2015-07-20T22:08:25Z
dc.identifier	1808-270X
dc.identifier	1984-686X
dc.identifier	https://doaj.org/article/ef8a7d8326854a688698d20f7941dd5e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12005
dc.description	Based on the study entitled “National Observatory for Special Education: Network Studies on Multifunctional Resource Rooms" (Mendes, 2010), this article aims at discussing the assessment processes that took place in these rooms for multifunctional resources. The Greek mythology metaphor “Achilles’ Heel” in the title above is justified by the vulnerability of assessment in the process of inclusion. The main strategy for gathering data in this study was the adoption of focus groups led by the researchers. We sought to understand the meaning of initial assessment in the routines of the teachers involved in this study. Based on data analysis, we verified that the initial assessment procedures strongly resemble medical records issued by clinical professionals. The specialist teacher, together with the regular teacher, is in charge of identifying only students’ initial “learning inability”. Specialist teachers are not aware of the fact that they are responsible for this assessment, including for school census purposes. The data point to an unclear view of assessment, with poor interaction between these identification processes and the intervention procedures. The data also show the poor interaction between the relevant public services, which makes the family responsible for obtaining the student’s report. The results point to the need of more significant investments to restructure schools, providing them with collective spaces for discussing such serious issues and allowing us to develop more inclusive pedagogical practices regarding students' assessment.
dc.language	Portuguese
dc.publisher	Universidade Federal de Santa Maria (UFSM)
dc.relation	http://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/article/view/6532/pdf_1
dc.relation	https://doaj.org/toc/1808-270X
dc.relation	https://doaj.org/toc/1984-686X
dc.rights	CC BY
dc.source	Revista Educação Especial, Vol 25, Iss 44, Pp 399-416 (2012)
dc.subject	Assessment
dc.subject	Special education
dc.subject	School inclusion.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Achilles’ heel: from greek mythology to challenges in the routines of school avaliation in the resources rooms
dc.type	article