Avaliação de aprendizagem: cartilha informativa para professores de estudantes com autismo
Autism Spectrum Disorder (ASD) is a condition characterized, according to the American Psychiatric Association (APA) (2013) and the World Health Organization (WHO) (2015), socio-communicative difficulties and atypical patterns of behavior, which become evident throughout development, starting in the...
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| Principais autores: | , |
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| Formato: | educationalProduct |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/58246 |
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| Resumo: | Autism Spectrum Disorder (ASD) is a condition characterized, according to the American Psychiatric Association (APA) (2013) and the World Health Organization (WHO) (2015), socio-communicative difficulties and atypical patterns of behavior, which become evident throughout development, starting in the early years of childhood. Currently, autism is understood as a spectrum, including a complex and wide range of characteristics, with different levels of severity and comorbidities with other disorders (BAIO et al., 2018; KOHANE et al., 2012). Despite the growing presence of students with this diagnosis in regular classes, national and international research reveals that schools have difficulties in academically evaluating these students (MARIN; BRAUN, 2018; OLIVEIRA, 2017; KEEN et al., 2021). Evaluation presents itself as a necessary pillar to build a practice that promotes participation and learning. This material, published in digital format, aims to help teachers academically assess students with autism, encouraging actions that promote the inclusion of these students. The information presented here aims to contribute to didactic planning, diversifying assessment strategies and reducing barriers. This booklet presents information about the evaluation process of students with Autism Spectrum Disorder (ASD), summarizes essential information about the central characteristics of ASD and the formative, summative and diagnostic dimensions of the academic evaluation of students with this diagnosis. |
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