Avaliação da aprendizagem dos estudantes com Transtorno do Espectro Autismo no ensino comum

Abstract

The present monographic study, titled Assessment of the learning of student with Autistic Spectrum Disorder, aimed at analyzing how the assessment of the learning of student with Autistic Spectrum Disorder enrolled in the 2nd year of the elementary school of the municipal network has been. This study leaned over school exclusion, special education under the inclusive education perspective, types of evaluation, learning assessment and learning assessment in the municipal network of São Luís - MA; lastly, the methodological route aiming at the accomplishment of this research and attaining the results about the learning of the student with Autism Spectrum Disorder. For that, exploratory and descriptive research was adopted, based on authors such as Luckesi (2005, 2011), Orrú (2011, 2012) and Sassaki (2006), and two professors participated, one from common class and another from Specialized Educational Service, and a technician of the Municipal Education Department. Initially, Autism Spectrum Disorder was discussed, linked to the historical context, diagnosis, characteristics, intervention and learning of the student with autism. As an instrument of data collection, it was decided to observe this student, both in the common classroom and in the Specialized Educational Service room, and interviews in order to compare his learning evaluation in both environments. The results obtained showed that the evaluation still needs to be very demystified and that the attribution of a grade by itself is not enough, given the importance of the concern with the learning of the student with a disability. With this research, it is expected there is a contribution so that the evaluation of scholarly learning of students with Autism Spectrum Disorder will be seen more seriously and the importance of multidisciplinary work for the development of student autonomy will be duly recognized