Banca de QUALIFICAÇÃO: IZABEL CHRISTHINA DOS SANTOS BONNER

Inclusive Diagnostic Assessment Instrument (IADI) for non-verbal students: An inclusive perspective in the school context

Diagnostic assessment; non-oral students; School inclusion.

The school's challenge is to identify and develop the abilities of students with disabilities. Assessment is an important diagnostic tool and indispensable for a pedagogical practice committed to the child's development. The diagnostic evaluation allows the teacher to know the skills and difficulties of these students in different areas of knowledge and practice, in addition to guiding the construction of planning and teaching strategies according to the specificities of these students. Unfortunately, there is still little literature, as well as instruments, on diagnostic assessment for non-oral students. Thus, this qualitative research seeks to propose a way to carry out a diagnostic assessment of non-oral students in the school context through an Inclusive Diagnostic Assessment Instrument (IADI). Therefore, an IADI will be developed capable of contributing to the practice of teachers in order to provide the inclusion of these students from the moment of evaluation. The IADI will be evaluated by teachers from the 1st year of Elementary School I in the regular classroom and by teachers from the Specialized Educational Assistance classroom. At the end of the application of the questionnaire, data will be collected for the review and completion of the diagnostic assessment instrument adapted for students with no orality.