Educational practices of evaluation and diagnostic assessment of students with multiple disabilities implemented in special schools in Chile.

Abstract

Objective: To investigate the educational practices used in the evaluation and diagnostic assessment processes of people with multiple disabilities in special schools in Chile.

Method: A qualitative methodology is used, the information collection process is carried out through individual semi-structured interviews with 14 heads of technical-pedagogical units of special education centers, subsequently a focus group is carried out in which four unit heads participate. technical-pedagogical, to delve into procedural aspects of the diagnostic evaluative and evaluative processes. The corpus of the interviews and focus group was analyzed using the content analysis technique, where the analysis categories were crossed between the interview and the focus group.

Results: Relevant results include the understanding of the comprehensiveness of the diagnostic evaluative and evaluative processes and their relationship with the design of support plans that respond to the individual needs of the person. The use of evaluative procedures over the evaluative and the limited knowledge at the national level of procedures and instruments created for this population.

Conclusions: The evaluative and evaluative processes developed are usually framed within the functional ecological approach, which highlights the importance of the functionality of the process and the information collected, in addition to placing both the process and the results in the contexts of student development.

The research is framed and financed within the Project of the General Directorate of Research of the University of Playa Ancha, Chile.