Medical

Assessment for children with special educational needs: an aid in the school inclusion

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Assessment for children with special educational needs: an aid in the school inclusion

Introduction

Referring to the fact that children with SEN can represent great burden socio-affective family and personal and also economical for society, it is important that steps are taken to minimize this situation. Such measures may include, among others, the adoption of evaluation procedures best suited to the special needs of a disabled child, as the review “assisted” or “dynamic”, as well as training for parents and professionals to implement strategies that promote child development (Gulliford, & Upton, 2013).

The process of identification and assessment of disabilities is an essential step. This role, however, in certain circumstances may be hazardous. Diagnosing means “look through” analysis of symptoms and signs, using technical resources in order to find the causes and prescribe treatments for their frames identified (Bamberg, 2013). The diagnosis is considered the basis for referral to this type of care, being done, according to ministerial order by the competent public agency that issues the assessment of the physical, mental, psychosocial and educational needs of the individual, in order to establish the prognosis and programming therapeutic and educational (Webster, & Blatchford, 2013, pp.1-17). However, according to scholars of the social construction of disability, it is observed that the diagnosis can lead to structuring of stigmas, which will act as a label attributed to individuals identified as deviant or abnormal, which will join the minority group and consequently marginalized the disabled). Therefore, the diagnosis should be a continuous and systematic process of evaluation, aimed at investigating interpret, guide and, above all, prevent stigmatization of individuals identified by their differences (Ruijs, & Peetsma, 2009, pp.67-79).

Discussion

Analyzing the use of psychological assessment, especially in the field of human development, it is extremely useful when you want to: a) meet the performance and potential of the individual, b) assess the progress or results of intervention programs, c) identify the source of problems in school, d) conduct investigations in the area of diagnosis and prevention of disorders / developmental delays. These authors even advocate the use of standardized mental tests as part of or basis for “screening batteries” used for early identification of developmental disorders or children at risk (Johnson, Hennessy, Smith, Trikic, Wolke, & Marlow, 2009).

The assessment of cognitive constitutes therefore one of the most significant application of psychology. This fact can be confirmed by international surveys, made in the early 90s of last century, showing that the tests related to intelligence assessment of children and young people were among the ten most frequently cited tests with the WISC-III, first General. However, remember that national authors, despite this frequent use (Gulliford, & Upton, 2013), there is a small and unsystematic publication in the area (Ruijs, & Peetsma, 2009, pp.67-79). Anyway, this general use of psychometric instruments have survived, but accompanied by great controversy, is the indeterminacy of the concept of intelligence, generated both for theoretical concept to be highly influenced by the social ...