A avaliação do ensino e sua relação com a educação especial: um relato de experiência sobre um aluno dos anos iniciais do ensino fundamental em processo de diagnóstico de Transtorno do Déficit de Atenção e Hiperatividade (TDAH)

Abstract

This study is connected to the Pedagogy department at the Federal University of Rio Grande do Norte – UFRN. It is a final paper with the following research problem: which evaluative elements are taken into account when verifying the learning process of a student with Attention-deficit/ Hyperactivity Disorder (ADHD) during the early years of elementary school? The main goal is to present an experience-based analysis on the evaluative elements that are taken into account when verifying the learning process of students with ADHD in the context of the early years of elementary school. In order to develop such goal, the methodology applied was a basic nature descriptive research with a qualitative approach. As for the procedures, a bibliographic review was conducted and an experience report based on the researcher's pedagogical relationship with a student during the early years of elementary school in the process of diagnosing ADHD was produced. The results prove that measurement and content domain aspects are used by the teacher as evaluative elements of her student's learning process. It also shows that those conditions related with attention and hyperactivity lead to academic difficulties for the child with ADHD – specially if those evaluative activities are not formulated according to its individualities. Therefore, in order to truly apply the effective role of educational practices’ evaluation – focused on the development of evaluative activities for the target audience child of special education, especially students with ADHD –; a plan of action must be developed to each group that needs to be evaluated. As consequence, the peculiarities of each individual involved in the process will thoroughly considered.