@MASTERSTHESIS{ 2014:883574441,
 	title = {Análise da dinâmica de avaliação e encaminhamentos de crianças com necessidades educacionais especiais num sistema municipal de ensino.},
 	year = {2014},
 	url = "http://localhost:8080/tede/handle/tede/374",
 	abstract = "The educational context has supported itself on evaluation procedures from several types in all the stages of formal education. This research discusses this theme and reinforces the need for assessment practices in the school context, as a support for the processes of development, learning and teaching, approaching inclusive education as well. This study aimed to analyze the dynamics of assessment, diagnosis and guidance provided to children with special educational needs in municipal schools in a city in the state of Paraná, through the point of view of professionals involved in this process. The professional group of professionals responsible for this evaluation includ: psychopedagogist, psychologist, speech therapist and educator. Based on a qualitative approach, interviews were conducted with this team, and subsequently, transcribed and organized in three thematic categories of analysis, as the following: a) Criteria for assessment of children; b) Concepts and tools for the evaluation process; c) Implications of the evaluation process. In addition, we conducted a documentary collection through surveys on the implanting process of special education in this city, looking for statistics of attendance and evaluations conducted over the past ten years. For these analyzes, we relied upon the descriptive exploratory survey and assumptions of content analysis. Given the proposed methodology, the results showed that the implementation of special education in this scenario began in the eighties, and since then has been systematically applied to reach all the local schools. As a result, enrollment in special education increased significantly. It was observed that the role of psychoeducational assessment and their referrals are centered on student assessed and defined by team. Such evaluation carries clinical characteristics, demonstrating concepts of categorization and assessment of disabilities for purposes of classification and prescription of students to the Educational Service Specialist (ESA). The lack of articulation of the staff during the evaluation process was a major problem exposed the report of these professionals. It was also observed the absence of an individualized educational plan at the end of the evaluations, which reinforces the idea of inclusion of students in (ESA) without proposing an educational intervention on the evaluation results. We conclude that all efforts are worthwhile towards the concerns about special education and inclusion. And, therefore, the assessment is not different, since it enables conditions of teaching and learning that meet the needs of each student, with or without disabilities. In order to significant changes happen in this process significant changes in this process, it is essential that there be a change of concepts on inclusion and special education. In addition, there must be an expansion of the dimensions of assessment and pedagogical action on the spheres involved in teaching, learning and development of individuals.",
 	publisher = {UNICENTRO - Universidade Estadual do Centro Oeste},
 	scholl = {Programa de Pós-Graduação em Educação (Mestrado - Irati)},
 	note = {Unicentro::Departamento de Ciências Humanas, Letras e Artes}
}