BEYOND THE GRADE: CHALLENGES AND PERSPECTIVES OF ASSESSMENT FOR STUDENTS WITH DISABILITIES

Abstract

This article sought to discuss the challenges and perspectives of the inclusive assessment of students with disabilities in basic education, analyzing the emerging need to overcome historically established classification and exclusionary practices in the school environment. The study, which adopts a theoretical-bibliographic approach, is based on the contributions of reference authors such as Cipriano Carlos Luckesi, Jussara Hoffmann, Mel Ainscow, Anne Meyer, and David H. Rose, critically articulated with Brazilian legal frameworks, specifically the Brazilian Inclusion Law and the National Common Curricular Base guidelines. The text highlights that inclusive assessment must assume a diagnostic, mediating, and formative character, essentially aimed at identifying and eliminating pedagogical, attitudinal, and institutional barriers that hinder the learning process. Furthermore, it highlights the role of Universal Design for Learning (UDL) as a theoretical-methodological framework capable of guiding accessible, flexible assessment practices committed to equity. It concludes that the implementation of this proposal requires ongoing teacher training, the strengthening of collaborative work between regular education and Specialized Educational Services (AEE), as well as the consolidation of pedagogical practices based on respect for diversity and educational justice.