Assessment of deaf students' learning

This research aimed, in general, to investigate how deaf students in elementary school are assessed within the scope of the Literacy at the Right Age Program in a 2nd grade class enrolled in a public state school. Specifically, it aimed to: (1) identify the extent to which assessment can assist teachers in diagnosing the literacy of deaf students; (2) identify the accessibility of pedagogical resources for the literacy of deaf students; and (3) identify aspects of the pedagogical curriculum project (PPC) that consider large-scale learning assessment and its implications for the teacher's pedagogical practice. School inclusion and access to regular education for deaf students challenge teachers to welcome all students, regardless of their sensory, physical, or intellectual conditions. These students require specific educational provisions aimed at preserving and developing their learning, both in terms of teaching quality and assessment methods. In this sense, a qualitative investigation was conducted in the form of a study.

Autorentext
Educator from the Federal University of Ceará (UFC). Master's student in Brazilian Education in the Graduate Program in Education at the same institution. Specialist in Brazilian Sign Language (LIBRAS). She has dedicated herself to the areas of Education, especially: Teacher Training, Digital Inclusion, and Mathematics Education.