THE ADAPTATION OF TECHNOLOGICAL INSTRUMENTS AND THE EVALUATION PROCEDURE IN INCLUSIVE

Abstract

The present study has as its theme “the adaptation of technological instruments and evaluative procedure in inclusive education”, in view of numerous concerns about the infi nitive verb evaluate.The objective of this article is to recognize and apply diff erent methodologies that increase inclusion policies to enable the learning of students with autism in regular schools. It is considered that in the evaluation it is fundamental to recognize the dissimilarity of the abilities of each student, using in this procedure inclusive approaches with adaptive investments to ensure a fair and meaningful learning. The fundamentals of the approach have a qualitative character, where the main procedures used were data collection, interviews, reports and observations, in the approach of monitoring and evolution involving the student of 1st year of high school: Maria Isadora Gonçalo de Melo, accompanied by the teacher of the AEE (Specialized Educational Service) Bruna Freitas Ricarte de Melo holder of the state school Plácido Aderaldo Castelo in the municipality of Caririaçu state of Ceará. . The results showed that the student with ASD (Autism Spectrum Disorder), present diffi culties and slowness in learning, in the specifi c case of the student under study, also has low vision, where the challenges increase. However, it is important to rely on didactic resources and understand that the teaching methodology is vast and fl exible, thus increasing the quality of teaching. Other technological resources that deserve to be highlighted: AT (Assistive Technology), ICTs (Information and Communication Technology), Platform 123 autism among others, which undoubtedly provides quality in teaching, autonomy and independence in development within the limitations of the learner.