School assessment and the evaluative process of students with special needs

Especiais, Avaliação Escolar e o Processo Avaliativo de Alunos com Necessidades

doi:10.22167/2675-6528-202602605

Article

September 29, 2026

School assessment and the evaluative process of students with special needs

School Assessment and the Evaluation Process of Students with Special Needs

Alessandra de Ávila Brandão; Maria Angélica Penatti Pipitone

DOI: 10.22167/2675-6528-202602605

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

School assessment plays a crucial role in the teaching-learning process, especially in the inclusion of students with special educational needs. The study aimed to understand the difficulties faced in this evaluative process. A qualitative, applied research was conducted with the participation of five education professionals, including teachers and pedagogical coordinators from a primary school institution. Data were collected through questionnaires and analyzed based on the experiences reported by the participants. The results indicated that the school already employed various adaptive strategies, such as oral and practical assessments, extended time, and visual aids, which contributed to students’ participation and demonstration of learning. However, professionals also pointed out significant challenges, such as the need for specific training, insufficient planning time, and a lack of institutional support. It was concluded that, although efforts are being made for inclusion, the effectiveness of assessment practices requires greater organization, planning, and continuous institutional support, aiming for more accessible, formative, and attentive approaches to the singularities of each student.

Keywords: Accessibility; Formative assessment; School inclusion; Pedagogical practices; Teaching-learning process.

1. Introduction

School assessment plays a central role in the teaching-learning process, as it allows monitoring student development, identifying difficulties, and planning pedagogical interventions. Historically, assessment was linked to the application of tests, assignment of grades, and classification. However, the contemporary understanding of assessment transcends the mere measurement of results, being understood as a continuous process of observation, reflection, and decision-making aimed at promoting student development (Luckesi, 2011).

This perspective gains even greater relevance in the context of inclusive education, which challenges schools to welcome the uniqueness of each student. Inclusion is not limited to enrollment but requires a reorganization of daily school life to recognize the different rhythms and ways of learning of students (Mantoan, 2003). In this scenario, diversifying teaching and assessment strategies becomes a pedagogical necessity.

Despite advances in legislation and discussions on inclusion, a gap still exists between what is advocated and the reality in schools. Teachers frequently face challenges when developing or adapting assessments for students with special educational needs. Difficulties include a lack of specific training, limited planning time, and a shortage of technical support, all crucial elements for assessment to be a mediating factor and promote student progress (Hoffmann, 2014).

The contributions of neuroscience have broadened the understanding of learning, revealing that it involves various cognitive skills, such as attention, memory, language, and executive functions. This perspective helps educators understand that students access, organize, and express knowledge in unique ways (Cosenza and Guerra, 2011). Executive functions, for example, are fundamental for learning and self-regulation, and difficulties in these areas can impact a student’s ability to demonstrate what they know (Diamond, 2013). Neuropsychological assessment, in this sense, can offer valuable insights into the student’s learning profile, guiding the construction of support strategies that remove barriers and promote effective participation (Conselho Federal de Psicologia, 2022; CAST, 2024).

However, the transposition of neuroscience findings to pedagogical practice requires careful mediation by psychology and pedagogy, avoiding simplifications and neuromyths. Adaptations must be individualized, considering that students with the same diagnosis may present distinct profiles and needs (Thomas, Ansari, and Knowland, 2019). It is fundamental that formative assessment be strengthened, focusing not only on the outcome but on the student’s learning journey and the conditions that favor their presence, participation, and autonomy.

Given this context, it becomes relevant to investigate the perceptions of education professionals about the challenges of evaluating students with special educational needs, as well as the strategies already employed and the conditions necessary for a truly inclusive evaluation. Thus, this study is justified by the need to improve assessment practices, making them more accessible, formative, and aligned with the singularities of each student, and it aimed to understand the difficulties present in the school assessment process, especially when it comes to the inclusion of students with special educational needs.

2. Material and Methods

This research was characterized by a qualitative and applied approach, seeking to understand the difficulties faced by education professionals in the process of evaluating students with special educational needs. The study was designed as a case study, given the in-depth investigation in a specific context. It was carried out in a private elementary school institution (Ensino Fundamental I), located in the interior of the state of São Paulo, whose identity was preserved, as well as that of the participants, in accordance with ethical research principles.

Five education professionals participated in the study, specifically three teachers and two pedagogical coordinators, all working at the investigated institution. The participants were selected for having direct and relevant experience in the monitoring and evaluation of students who are the target audience for special education. The invitation to participate was extended to these professionals, with an explicit guarantee of confidentiality and anonymity of the information provided, aiming to obtain authentic and detailed reports.

The research was developed in two main and complementary stages. Initially, a comprehensive bibliographic survey was conducted on the themes of school assessment and inclusion, with the purpose of theoretically grounding the study and contextualizing the discussions. Subsequently, a structured questionnaire was developed, composed of both objective and discursive questions, which were organized into specific thematic axes to address conceptions of assessment, inclusive practices, perceived challenges, and available institutional support.

The questionnaire was carefully designed to explore professionals’ perceptions on learning assessment, evaluation strategies adapted for students with special educational needs, the main challenges faced in daily school life, and the type of institutional support received. Before the actual data collection, formal authorization was obtained from the institution’s management, formalized by a Term of Consent, ensuring the ethical compliance of the study and the preservation of the identity of all involved, in accordance with the precepts of academic research.

Data collection was conducted in a way that ensured the freedom and spontaneity of participants’ responses, minimizing any external influence. To this end, the questionnaires were distributed by a volunteer employee of the institution itself, without the direct presence of the researcher during this time. This procedure aimed to create an environment of trust, allowing professionals to express their experiences and perceptions more freely and authentically, without fear of embarrassment.

For the analysis of the qualitative data collected, the content analysis technique was employed, strictly following the steps proposed by Bardin (2011). The analytical process included the pre-analysis of the textual material, the detailed exploration of the responses obtained in the questionnaires, and the subsequent interpretation of the results. From this systematic and in-depth analysis, the thematic categories that emerged from the experiences and reports of education professionals were organized, serving as the basis for the discussion of the findings.

The adopted methodology allowed for a contextualized investigation of participants’ perceptions and practices, offering a detailed overview of the assessment strategies employed and the challenges faced within the context of inclusive education. Thus, the aim was to build an in-depth understanding of the conditions that permeate the assessment of students with special educational needs in the studied institution, aligning with the central objective of comprehending the difficulties in this process.

3. Results and Discussion

The research involved five education professionals, two of whom were pedagogical coordinators and three were teachers, all with direct experience in evaluating students who are the target audience for special education. This composition of the participant group allowed for the collection of perceptions and experiences lived daily in a primary school institution located in the interior of the state of São Paulo, offering a solid empirical basis for the analysis of difficulties and strategies in the inclusive evaluation process. These professionals’ understanding of school assessment proved to be a crucial starting point for the study.

In general, the participants demonstrated an understanding of assessment that transcends the mere assignment of grades or the application of standardized tests. Four out of the five professionals defined assessment as a continuous process of monitoring and reflecting on learning, a perspective aligned with the precepts of Luckesi (2011) and Hoffmann (2014), who advocate for formative and mediating assessment. This view suggests a recognition of the complexity of student development and the need for a more comprehensive look at their educational journey.

Despite this theoretical understanding, professionals reported significant difficulties in the practical implementation of a truly inclusive assessment. One of the main barriers pointed out by two participants was the need for greater technical knowledge to effectively develop and adapt assessment instruments. This gap in pedagogical know-how indicates that, even with the intention of promoting inclusion, the lack of specific tools and strategies still represents an obstacle in daily school life.

However, the institution already employs several adaptive strategies, evidencing an effort to meet students’ needs. Oral and practical assessments, extended time for activities, use of visual support, and the provision of readers and transcribers were mentioned. These adaptations, according to one of the participants, contribute to inclusion by “respecting the pace and limitations of each student,” an approach that Souza (2017) corroborates by emphasizing the importance of flexible instruments and methodologies.

The professionals’ reports also highlighted that the construction of inclusive practices is a continuous process that requires adequate conditions. Lack of time for planning and scarcity of specific training were pointed out as persistent challenges for the preparation of more accessible assessments. Glat and Estef (2021) reinforce that an inclusive assessment must consider the time, communication methods, and necessary support for each student, which underscores the relevance of these concerns expressed by the participants.

Regarding institutional support, four out of five participants stated that the school frequently offers pedagogical support, especially in more complex situations. This data suggests a movement of support for teachers, which, according to Nóvoa (1995), is fundamental for strengthening teacher training throughout their professional journey, when daily experience finds institutional backing. However, this support, although present, is still perceived as insufficient in some areas.

Even with existing support, professionals indicated the need for more direct technical resources, specific materials, strengthening of multidisciplinary teams, and more opportunities for continuing education. These demands reveal that, for evaluations to become more accessible and effective, continuous investment in infrastructure and training is necessary. Mediated assessment, as highlighted by Hoffmann (2014), requires not only reflection and preparation but also concrete conditions for its implementation.

The Law of Directives and Bases of National Education (Law nº 9.394/1996) and Opinion CNE/CEB nº 12/1997 establish that evaluation must be continuous, cumulative, and that qualitative aspects must prevail over quantitative ones, focusing on student progress and guiding recovery actions (BRASIL, 1997). This legislation reinforces the view of evaluation as a process and not just a final measure, a perspective that the study participants demonstrated they shared, although they face challenges in fully applying it.

The pressure for results and the bureaucratic demands of the educational system often place teachers in a delicate position, where individualized monitoring can take a backseat. Sousa (1998) emphasizes that evaluation should consider the student’s learning path and context, not just the final outcome. This view is crucial for the school to build fairer practices attentive to diversity, promoting the development of all students.

Neuroscience and pedagogical adaptations in school routine

The contributions of neuroscience offer a valuable lens for broadening the understanding of learning, revealing that it involves a complex set of skills such as attention, memory, language, perception, emotion, motivation, and executive functions. This perspective assists educators in understanding that students access, organize, and express knowledge in unique ways, which Cosenza and Guerra (2011) highlight as fundamental for more conscious and coherent pedagogical choices.

Executive functions, for example, are crucial for learning and self-regulation, as highlighted by Diamond (2013). Difficulties in these areas can impact a student’s ability to demonstrate what they know, especially in tasks that require multiple pieces of information simultaneously, quick responses, long periods of concentration, or complex planning. Understanding these aspects allows the school to go beyond diagnosis and focus on the conditions that favor student participation.

In this context, neuropsychological assessment, carried out by qualified professionals using scientifically recognized methods (FEDERAL COUNCIL OF PSYCHOLOGY, 2022), can offer valuable insights. It investigates cognitive, academic, and behavioral functions, identifying potentialities and fragilities that interfere with the student’s performance. The results of this assessment, when translated into practical questions, guide the construction of support strategies that remove barriers without reducing learning expectations.

In practice, knowledge of the student’s profile can guide specific adaptations. For working memory difficulties, for example, short instructions, objective statements, presentation of tasks in stages, visual support, and frequent reviews are indicated. Attentional issues or slow processing speed may justify reducing competing stimuli, extending time, taking short breaks, and organizing tasks into blocks, according to the guidelines of Universal Design for Learning (CAST, 2024).

When writing limits the expression of knowledge, oral responses, practical assessments, digital resources, a reader, or a transcriber become legitimate forms of access and expression. These adaptations are not intended to simplify the content or grant an advantage, but rather to remove barriers that prevent the student from demonstrating what they have learned, while maintaining the pedagogical objective. In some situations, curriculum flexibility planned with individualized objectives may be necessary, always consistent with the student’s path.

It is fundamental, however, to recognize the limits of the direct application of neuroscience in education. Thomas, Ansari, and Knowland (2019) warn about the need for mediation by psychology and pedagogy, avoiding simplifications and neuromyths. Students with the same diagnosis may present distinct profiles and needs, which requires adaptations to be individualized, recorded, monitored, and reviewed based on continuous observation in daily school life.

Neuropsychological assessment and neuroscience studies, therefore, strengthen formative assessment by directing the school’s focus not only to the outcome but to the student’s learning journey. When clinical and scientific information is combined with the teacher’s careful observation, collective planning, and pedagogical follow-up, it transforms into concrete support. The focus shifts from difficulty to the conditions that promote presence, participation, autonomy, and meaningful learning.

In summary, the results of this study revealed that, although education professionals understand assessment as a continuous and formative process, the implementation of inclusive practices still faces significant challenges, such as the need for specific training, insufficient time for planning, and a lack of institutional support. However, the school already employs various adaptive strategies, and the integration of neuroscience knowledge with pedagogical and institutional support can improve assessment, making it more accessible and attentive to the singularities of each student, thus responding to the objective of understanding the difficulties and strategies in the inclusive assessment process.

4. Conclusion

This study aimed to understand the difficulties present in the school evaluation process, especially in the context of including students with special educational needs. It was found that the participating education professionals, including teachers and pedagogical coordinators, demonstrated an understanding of evaluation as a continuous process of monitoring and reflecting on learning, aligned with the precepts of formative assessment. It was observed that the institution already employed various adaptive strategies, such as oral and practical assessments, extended time, and visual aids, which contributed to students’ participation and demonstration of learning. However, it was identified that the full implementation of inclusive assessment practices still faces significant challenges, such as the need for specific training, insufficient time for planning, and a lack of institutional support and direct technical resources. The contributions of neuroscience were highlighted as a way to improve the understanding of learning and guide individualized pedagogical adaptations, removing barriers without reducing expectations.

The main contribution of this work lies in highlighting the complexity of inclusive assessment and the need for a joint effort from the school beyond the individual goodwill of the teacher. Although the research was conducted in a single institution with a limited number of participants, which restricts the generalization of the findings, it offers valuable insights into the perceptions and challenges experienced in daily school life. For future studies, it is suggested to deepen the investigation into the effectiveness of specific continuing education programs, the review of assessment instruments, and the implementation of more time for planning and institutional support, including the strengthening of multidisciplinary teams, aiming to consolidate more accessible, formative approaches that are attentive to the singularities of each student.

Bibliographic References

BARDIN, Laurence. Análise de conteúdo. São Paulo: Edições 70, 2011.

BRASIL. Conselho Nacional de Educação. Câmara de Educação Básica. Parecer CNE/CEB n° 12/1997. Brasília, DF, 1997.

CAST. CAST Universal Design for Learning Guidelines version 3.0. Lynnfield, MA: CAST, 2024. Disponível em: https://udlguidelines.cast.org. Acesso em: 7 set. 2026.

CONSELHO FEDERAL DE PSICOLOGIA. Resolução nº 31, de 15 de dezembro de 2022. Estabelece diretrizes para a realização de Avaliação Psicológica no exercício profissional da psicóloga e do psicólogo e regulamenta o Sistema de Avaliação de Testes Psicológicos (SATEPSI). Brasília, DF: CFP, 2022. Disponível em: https://satepsi.cfp.org.br/legislacao.cfm. Acesso em: 7 set. 2026.

COSENZA, Ramon M.; GUERRA, Leonor B. Neurociência e educação: como o cérebro aprende. Porto Alegre: Artmed, 2011.

DIAMOND, Adele. Executive functions. Annual Review of Psychology, San Mateo, v. 64, p. 135-168, 2013. DOI: 10.1146/annurev-psych-113011-143750.

GLAT, R.; ESTEF, S. Avaliação flexibilizada para alunos com necessidades educacionais especiais: uma prática pedagógica inclusiva. Olhar de Professor, Ponta Grossa, v. 24, p. 296- 311, 2021. Disponível em: https://www.redalyc.org/journal/684/68466219096/68466219096.pdf. Acesso em: 10 de novembro 2024.

HOFFMANN, Jussara. Avaliar para promover: as setas do caminho. 17. ed. Porto Alegre: Mediação, 2014.

LUCKESI, Cipriano Carlos. Avaliação da aprendizagem escolar: estudos e proposições. 22. ed. São Paulo: Cortez, 2011.

MANTOAN, Maria Teresa Eglér. Inclusão escolar: o que é? por quê? como fazer? São Paulo: Moderna, 2003.

NÓVOA, Antônio. Formação de professores e profissão docente: In: NÓVOA, Antônio. (Org.). Os professores e sua formação. Lisboa: Publicações Dom Quixote/ Instituto de Inovação Educacional, 1995.

SOUSA, Sandra M. Zákia L. Avaliação da aprendizagem: teoria, legislação e prática no cotidiano de escolas de 1º grau. In: CUNHA, Maria Cristina Amoroso A. et al. A construção do projeto de ensino e a avaliação. São Paulo: FDE, 1998. p. 106-114. (Série Ideias, 8).

SOUZA, Ivan Vale de. Avaliação na educação inclusiva: aproximações e distanciamentos. In: CONGRESSO PARAENSE DE EDUCAÇÃO ESPECIAL, 4., 2017, Marabá. Anais […]. Marabá: UNIFESSPA, 2017. ISSN 2526-3579.

THOMAS, Michael S. C.; ANSARI, Daniel; KNOWLAND, Victoria C. P. Annual Research Review: educational neuroscience: progress and prospects. Journal of Child Psychology and Psychiatry, London, v. 60, n. 4, p. 477-492, 2019. DOI: 10.1111/jcpp.12973.

Article originating from a Final Coursework on Neuroscience and Learning in Education

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According to Microsoft, 75% of professionals already use artificial intelligence at work without company approval. The use of generative artificial intelligence is already part of the corporate routine. Tools like ChatGPT, Copilot, and other platforms help professionals produce texts, analyze data, create presentations, and accelerate tasks in practically all sectors. But this advance […]

Renata de Gaspari Valdejão Almeida

Strategy

July 02, 2026

The future as a competence

Academic interest reinforces the projection of scenarios as an essential tool for decision-making. While some companies are still trying to get the next step right, others are already working with multiple possible futures — and preparing for all of them. But after all, what does it mean to “think about the future”? Is it a trend, a strategy, or a new competence that […]

Renata de Gaspari Valdejão Almeida

Innovation

Technology

May 21, 2026

Agro SP Corridor: innovation, institutional articulation and future

Pecege commands the executive operation of the 400 km ecosystem activities that became known as the Brazilian agro Silicon Valley In 2025, in addition to taking over the management of the Piracicaba Technology Park, the Pecege Institute was also designated to command the executive operation of the State Agribusiness Innovation Corridor activities, the so-called […]

Education

April 27, 2026

How to turn a TCC into a business

New management of the Piracicaba Technology Park offers consulting to MBA graduates The new project director of the Piracicaba Technology Park (PTP), Alexandre Barreto, often says that one of the greatest rewards he has ever had in life was seeing his MBA USP/Esalq students structure companies from their final projects […]

Technology

March 20, 2026

The human repertoire in the age of AI

Critical thinking and creativity are irreplaceable in the work of a marketing professional Artificial Intelligence (AI) is capable of incredible feats, but it does not yet possess the judgment, empathy, intuition, and strategic creativity necessary to do the job of a good marketing professional. In this area, it is important to know how to use the tool to automate […]

Renata de Gaspari Valdejão Almeida

Agribusiness

Innovation

February 23, 2026

ESG as a growth strategy in a cooperative in RS

Santa Clara balances social and environmental responsibility with innovation Founded in 1911 by Italian immigrants in Carlos Barbosa, in the Serra Gaúcha region, Cooperativa Santa Clara is an example that it is possible to balance economic growth with social and environmental responsibility. From a small cheese production company, the organization has evolved into a […]

Renata de Gaspari Valdejão Almeida

Agribusiness

Innovation

January 22, 2026

Brazil free of Foot-and-Mouth Disease: what changes for Brazilian beef?

With a herd of over 200 million head of cattle, the country is currently the leader in exports. Brazil recently received, for the first time, the certification of country free of foot -and-mouth disease without vaccination, conferred by the World Organisation for Animal Health (WOAH). The seal strengthens the country’s position as a reliable supplier of meat for the […]

Renata de Gaspari Valdejão Almeida

Innovation

December 09, 2025

Innovation: the new cycle of the Piracicaba Technology Park

Instituto Pecege assumes management, betting on the creation of new businesses Starting in 2026, Instituto Pecege will assume the management of the Piracicaba Technology Park (PTP). Among its responsibilities will be the administration, operation, maintenance, and expansion of the park, in addition to fostering activities in innovation, entrepreneurship, and science and technology. The choice was made […]

Renata de Gaspari Valdejão Almeida

July 06, 2026

Large-Scale Architecture: DSR-SCRUM Change Management

Mônica Alessandra Guerios; Maria do Carmo Assis Todorov Abstract generated by ResumeAI, an artificial intelligence solution developed by Instituto Pecege focused on synthesis and writing. Architecture and urbanism are configured as essential bases in an increasingly complex and challenging urban space, where the intrinsic connection between social, environmental, and technological issues […]