Legislación Colombiana frente a la evaluación escolar de la población con necesidades educativas no convencionales
This trial aims to expose and analyse the situation experienced by the school population - middle range - which has unconventional learning characteristics, i.e. characteristics not in line with the categorization of disability or regularity. Indeed, in setting assessment standards, countries define...
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad de Costa Rica
2020
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| Materias: | |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/41646 |
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| Sumario: | This trial aims to expose and analyse the situation experienced by the school population - middle range - which has unconventional learning characteristics, i.e. characteristics not in line with the categorization of disability or regularity. Indeed, in setting assessment standards, countries define, through State policies set out in educational legislation, learning expectations based on a prospectus defined as regular; on the other side of the balance is the population defined as SEN (Special Educational Needs) which presents difficulties generated by their disability. However, among the regular population and the population with disabilities, there is a population not recognized in public policy, with a wide range of styles and learning characteristics, a range which in this document is recognized as a middle range with unconventional learning characteristics. Given the zozobra that means for a person to be evaluated with a reference pattern distant from the personal possibility of response, by exposing this population and analyzing its particular circumstances, in the face of public policies and school daily life, it is concluded that the State has not been able to particularize the curriculum to meet the unique learning conditions of this population. Consequently, it is based on the review of different contributions of related research, in order to deepen the knowledge of this problem and propose some guidelines applicable to the methodology used for the adequacy of the curriculum, whose evaluation component is consequential and to particularize the conditions of the children subject to this approach. |
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