Avaliação Diagnóstica Belém 2025

Summary

This session provides guidance for the diagnostic evaluation of students in special education, focusing on strategies and accommodations for diverse learning needs. The discussion covers the roles of professionals such as mediators, lectors, transcribers, and sign language interpreters. It emphasizes the creation of specialized testing environments to ensure that all students, including those with visual impairment, autism, or physical disabilities, can participate effectively. The session also outlines logistics, including test duration and two possible date ranges, while stressing the importance of collaboration among educators to provide a supportive, inclusive assessment process.

Takeaways

• 😀 The diagnostic evaluation aims to ensure that all students, especially those with special educational needs, have equal access to participate.
• 😀 School managers, pedagogical coordinators, teachers, and other specialists play a vital role in supporting the students during the evaluation.
• 😀 A specialized application room will be set up for students, with the presence of mediators, resource teachers, and other professionals to support the students.
• 😀 The evaluation includes adaptations for students with disabilities such as visual impairments, autism, and physical disabilities.
• 😀 Mediators are responsible for overseeing the application of the test and managing any logistical issues that arise during the process.
• 😀 Lecturers or readers must read the test questions clearly without giving any hints about correct answers, and repeat information when requested by students.
• 😀 Transcribers assist students who are unable to mark or record their answers independently during the test.
• 😀 Sign language interpreters will be provided to support students with hearing impairments.
• 😀 Students with special needs will receive additional time (up to 60 extra minutes) to complete the tests if required.
• 😀 The evaluation will be conducted over two potential timeframes: March 19–24 or March 20–25, depending on the needs of the students and the readiness of materials.
• 😀 School leaders are crucial in determining the proper space for the assessment and coordinating the support staff required for the students' success during the test.

Q & A

What is the main objective of the session described in the transcript?

The main objective is to provide guidance on the application of the diagnostic evaluation for students in Special Education, specifically in Portuguese language and mathematics, ensuring that all students have equal access to the evaluation process.

How is the application process for students in Special Education organized?

The application process is organized into specialized classrooms, where students receive support from teachers, mediators, or specialists. The evaluation is adapted to meet the needs of students with various disabilities, including visual impairments and autism.

What are the roles of the professionals involved in the evaluation process?

Professionals involved include the mediator, who oversees the application in specialized rooms, the reader, who reads the exam aloud in an accessible manner, the transcriber, who marks the answers based on the student's responses, and sign language interpreters for deaf students.

What are the two types of exams mentioned in the transcript?

The two types of exams are the adapted exam for students with physical disabilities, autism, and other conditions, and the enlarged exam for students with visual impairments.

How are the evaluation times adjusted for students with special needs?

Students in Special Education are provided with an additional 60 minutes if needed, ensuring they have sufficient time to complete the exam.

What should the mediator do if a student is unable to complete the evaluation?

The mediator must justify, on the back of the exam sheet, why the student was unable to complete the evaluation, providing a clear reason for their inability to participate.

How are the rooms for evaluation arranged in the schools?

The schools designate a specialized room for each student, where a teacher from the resource room, an intern, or a specialist will mediate the exam. These rooms ensure that students receive the necessary support during the evaluation.

What specific strategies were used to adapt the exams for different student needs?

For students with physical disabilities or autism, the exams are adapted with more accessible images and clearer text. For students with visual impairments, the text size and images are enlarged to ensure accessibility.

What is the role of the reader during the exam?

The reader is responsible for reading the exam to the student in an accessible tone. They must read clearly without providing hints or explanations and can repeat any part of the exam as requested by the student.

What are the two proposed time windows for conducting the diagnostic evaluation?

The two time windows for conducting the diagnostic evaluation are from March 19 to 24 and from March 20 to 25.