LARGE-SCALE ASSESSMENT AND STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS: A POSSIBLE CONVERSATION?

The large-scale assessment is a tool used nation-wide to assess learning. In the Federal District, the public school system administered a test to students from the second year of elementary school through to high school to assess the students' learning after they returned from remote education. Therefore, this article aims to analyze the process of training and application of learning assessment tests in the public network of the Federal District in 2022, with the professionals who supported students with Specific Educational Needs during the process, called Initial Diagnosis, from the perspective of teachers who applied the tests to students with Specific Educational Needs. The study has a critical qualitative approach, using questionnaires, observation and document analysis as data collection tools. The Cultural Historical theory served as the theoretical basis and the cultural historical method was used to analyze the data. The results indicate that students with Specific Educational Needs are not included in the process of preparing and administering the test, which were delivered without any adaptation, which were delivered without any adaptation and it was the responsibility of the examiner to do this, and the prohibition on the use of technological resources disadvantaged students who needed Assistive Technology to take their exams. In conclusion, although the public education system in the Federal District is inclusive in terms of the law when it comes to learning assessments, students with Specific Educational Needs, according to the 2022 Initial Diagnosis, They are still in a process of exclusion.