THE ART OF ASSESSMENT IN INCLUSIVE EDUCATION: STRATEGIES TO PROMOTE THE PARTICIPATION AND LEARNING OF STUDENTS WITH DISABILITIES

Abstract

This article analyzes pedagogical strategies related to assessment in inclusive education, focusing on the participation and learning of students with disabilities. It is a bibliographic study with a qualitative and exploratory approach, based on authors who discuss school inclusion, diagnostic assessment, curriculum flexibility, the Individualized Educational Plan, and pedagogical intervention. The objective of the study is to understand how schools and teachers can organize assessment and methodological practices capable of promoting the active participation of these students in school activities. The analysis showed that diagnostic assessment, when understood as a continuous and mediating process, helps identify potentialities, educational needs, and barriers to learning. The results also indicate that curriculum flexibility, individualized planning, and intentional pedagogical intervention are essential to ensure equity in the educational process. The study concludes that effective school inclusion requires the reorganization of pedagogical practices, collaboration among school, family, and specialized professionals, and an ethical commitment to everyone’s right to learn.