摘要：This article focuses on the topic of over representation of poor children in programs of special education and their predictable school failure. Given the following variables, such as "diagnostic", "prevention" and "treatment", it is impossible not oversee the increase demands to assure quality education for all independently of individual's social-economic status, and his or hers physical-motor-emotional-intellectual-sensorial characteristics. The educational vulnerability to fail in school of the students who come from the low-income class and of the students who ask for adequate pedagogical responses to meet their needs shows the extreme urgency in analyzing the educational and assessment practices that take place in our classrooms. To achieve this objective, it was imperative to discuss the concept of "disability" as a social construction.
其他摘要：This article focuses on the topic of over representation of poor children in programs of special education and their predictable school failure. Given the following variables, such as "diagnostic", "prevention" and "treatment", it is impossible not oversee the increase demands to assure quality education for all independently of individual's social-economic status, and his or hers physical-motor-emotional-intellectual-sensorial characteristics. The educational vulnerability to fail in school of the students who come from the low-income class and of the students who ask for adequate pedagogical responses to meet their needs shows the extreme urgency in analyzing the educational and assessment practices that take place in our classrooms. To achieve this objective, it was imperative to discuss the concept of "disability" as a social construction.
