Avaliação e encaminhamento de crianças com deficiência para o Atendimento Educacional Especializado na Rede Municipal de Dourados/MS

Abstract

The Specialized Education Services (SEE) are carried out primarily in the school environment, in the Multifunction Resource Rooms (MRR) and such work is of paramount importance for the promotion of the scholar inclusion of the Special Education Target Public students. Being familiar with the process of admission, permanence and dismissal prediction of these individuals, as well as their presence in the classrooms, is necessary in order to ensure the quality of the work throughout the whole permanence and learning process. Therefore, it is important to familiarize with the evaluation and conduction process of the population by asking questions such as: “Who redirects them?”; “Who carries out the evaluation?”; “How is the evaluation process done?” Based on these questions, the general objective of this dissertation was to learn and analyze the evaluation process and the conduction process of the Special Education Target Public students to the specialized education services in the public schools managed by the municipality of Dourados/MS. Eighteen teachers who work in the Multifunction Resource Rooms of the municipality helped through the study, and the survey was categorized as both qualitative and quantitative. The information was collected through questionnaires adapted to this kind of survey. Quotes of a focus group conducted by the survey about the Specialized Education Services were used to illustrate the results. The data obtained by using the questionnaires was organized taking into consideration the collection of evaluative processes done with the students for the entrance in the Multifunction Resource Room and such information was properly organized, tabulated and described. As an initiative to achieve the theoretical deepening of the problematic evaluation and the referral of the children to the Specialized Education Services, there was an approximation to the concepts of the sociologist Norbert Elias and the discussions raised in this study. The main results showed that each teacher, according to their own standpoint and educational background, conducts a different kind of evaluation. The evaluations were used to define the student’s eligibility to the service and the end of such evaluation proposals is unpredictable. There is also the restricted participation of the family as a mere informant throughout the process. It is necessary to think about evaluation procedures that are broader and less determined by incapacity clinical reports, which hardly help to think about new strategies and inclusive practices.