One of U.S. national trends is adopting a new method for deciding eligibility for special education: Response-to-intervention method (RTI). This model engenders a modification of teaching techniques, before referring the student to special services, and the student’s response to the intervention that will determine if the child will receive special education or not (Hallahan, Kauffman & Pullen, 2015). Though, the process could be long and delay the proper allocation of the students when they are eligible. Additionally, it is necessary more research in order to evaluate the effectiveness of RTI.
In contrast, Brazil does not consider the students’ scholar performance to determine if they will receive specialized educational assistance. Instead …show more content…
What happens in Brazil is that every child has the right to be in a regular classroom but, additionally, children with disabilities will also receive “Specialized Educational Assistance”, which includes a resource room with adaptive materials, but it will not substitute regular classes and regular assessments (Brazil, Ministério da Educação, 2014). First, Brazil’s overall quality of Education is considered to be number 132 out of 140 countries in the world (World Economic Forum, 2016). In the context, reallocating especial children from special schools to regular schools, does not necessarily implicate an improvement on their education. Of course that the goal is to provide them an equal environment where they will be not anymore apart of society, however, the issue is whether the educational system is prepared to receive these …show more content…
What happens, due to the inclusive system, is that special students are submitted to the same evaluation system adopted by the school for regular students. However, as mentioned before, educators also provide specialized educational assistance to students with disabilities, which means that, in theory, they would have extra hours to be prepared for the tests. Subsequently, considering the high primary school dropout levels in Brazil, 19.4% and the low mean of years of schooling, 7.7 years (United Nations, 2015), it is possible to infer that the ones who do not succeed, they abandon school. Even pondering the flaws about applying standardized tests for students with disabilities, Brazil should consider evaluate students’ progress and school performance in order to identify weaknesses and implement improvements to the educational
In contrast, Brazil does not consider the students’ scholar performance to determine if they will receive specialized educational assistance. Instead …show more content…
What happens in Brazil is that every child has the right to be in a regular classroom but, additionally, children with disabilities will also receive “Specialized Educational Assistance”, which includes a resource room with adaptive materials, but it will not substitute regular classes and regular assessments (Brazil, Ministério da Educação, 2014). First, Brazil’s overall quality of Education is considered to be number 132 out of 140 countries in the world (World Economic Forum, 2016). In the context, reallocating especial children from special schools to regular schools, does not necessarily implicate an improvement on their education. Of course that the goal is to provide them an equal environment where they will be not anymore apart of society, however, the issue is whether the educational system is prepared to receive these …show more content…
What happens, due to the inclusive system, is that special students are submitted to the same evaluation system adopted by the school for regular students. However, as mentioned before, educators also provide specialized educational assistance to students with disabilities, which means that, in theory, they would have extra hours to be prepared for the tests. Subsequently, considering the high primary school dropout levels in Brazil, 19.4% and the low mean of years of schooling, 7.7 years (United Nations, 2015), it is possible to infer that the ones who do not succeed, they abandon school. Even pondering the flaws about applying standardized tests for students with disabilities, Brazil should consider evaluate students’ progress and school performance in order to identify weaknesses and implement improvements to the educational