Avaliação pedagógica para alunos com ausência de oralidade

Abstract

The school has the challenge of identifying the skills and working to develop the capabilities of students with disabilities. Pedagogical evaluation is an important and indispensable instrument for a pedagogical practice committed to the development of the child. The 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 pedagogical assessment for students with no oral ability. In this sense, this work aimed to develop a Pedagogical Assessment Instrument for students with no orality (IAP) with no orality in the school context at the end of Early Childhood Education. The IAP was developed with reference to the National Common Curricular Base (BNCC) of Early Childhood Education. The evaluation through the IAP can contribute to an evaluation that considers the specificities of the student who does not speak and provides the teacher with important information for the elaboration of a teaching plan that favors the student's development.