(699.pdf) PEDAGOGICAL MATERIAL PROPOSAL FOR ASSESSING ELEMENTARY MATHEMATICS STUDENTS WITH CEREBRAL PALSY

摘要

Planning an activity and adapting a pedagogic resource for students with cerebral palsy requiresassessing their physical, cognitive and sensory characteristics. However, the Special Educationprofessional may find difficulties in assessing those characteristics especially because the students'potential may be camouflaged by their motor limitations. In this context, Silva developed anassessment tool entitled "Protocol for prescribing or adapting pedagogic resources for students withcerebral palsy" in 2010. This material was prepared with the objective of assisting the specialeducation professional in assessing students with cerebral palsy enrolled in elementary schools.Although the tool contributes to identify the strengths and needs of the students, the professional hasto choose their own pedagogic materials to assess the student, which could prevent its use. In order tomake viable the use of the tool, the objective of this study was to propose pedagogic materials to beused for the assessment of elementary mathematics students with cerebral palsy and makeadjustments to the instrument. For this, a set of pedagogic materials from the theoretical framework forassessing mathematical skills described in the instrument was collected and appointed. The proposedmaterials and the instrument were used to assess thirteen students with cerebral palsy. Everyassessment session was filmed. From the analysis of the footage, it was possible to identify theteaching materials that contributed to assess the student and the skills that each material assessed (atotal of thirteen teaching materials was used to assess fifty-three math skills). As for adjustments, byusing the instrument it was possible to redefine some areas (new abilities were added, while otherswere modified or excluded). In the studied cases, the use of the instrument and the materials abovewas useful so that the professional could perform an accurate assessment regarding the mathematicalskills and difficulties of the students. The assessments contributed to the planning of subsequentactivities and adaptation of teaching materials that were not accessible to the students, according tothe motor characteristics of each one of them.