AVALIAÇÃO DE ALUNOS COM DEFICIÊNCIA: PRÁTICAS, DESAFIOS E CAMINHOS INCLUSIVOS

• DOI: https://doi.org/10.22533/at.ed.9091125190313

• Palavras-chave: Avaliação da aprendizagem. Educação inclusiva. Aluno com deficiência. Práticas pedagógicas. Políticas educacionais.

• Keywords: Learning assessment. Inclusive education. Students with disabilities. Pedagogical practices. Educational policies.

• Abstract: This article proposes a critical and expanded analysis of the challenges involved in assessing students with disabilities within the context of inclusive education in Brazil. Assessment, as an essential component of the pedagogical process, must go beyond traditional classificatory logic and become an instrument of inclusion, learning promotion, and appreciation of individual differences. The approach is based on legal, philosophical, and pedagogical foundations that support inclusive education, drawing on authors such as Mantoan, Hoffmann, Perrenoud, Vygotsky, Stainback, and Fernandes, among others. The discussion considers legal frameworks such as the Federal Constitution, the Brazilian Law for the Inclusion of People with Disabilities (LBI), and the National Policy on Special Education from the Perspective of Inclusive Education. The article also emphasizes the importance of teacher training, pedagogical mediation, and the development of diverse, ethical, and accessible assessment strategies.