IDENTIFICATION OF SPECIAL EDUCATIONAL NEEDS: POSSIBILITIES BASED ON HISTORIC-CULTURAL PSYCHOLOGY

The identification of the special educational needs of students who constitute the target audience of special education and who are referred to Specialized Educational Assistance (AEE) is a challenge for teachers. In this sense, this qualitative research aimed to describe the process of identifying the special educational needs of students referred to AEE, as well as the pedagogical practices used. Eleven teachers who work in a Multifunctional Resource Room (SRM) in the state of Rondonia-RO participated in the study. The results indicate that both the identification process and the process of meeting special educational needs present many controversies due to the lack of models or instruments and the absence of theoretical discussions that support the pedagogical practices used in the evaluation for this purpose. In this context, Historical-Cultural Psychology seems to offer possibilities for the construction of theoretical and practical paths to support the assessment, with the purpose of identifying and meeting the special educational needs required by students referred to the AEE.