Abstract
Curriculum Assessment and Learning Disabilities.- The dissatisfaction shown by teachers towards the normative diagnosis with which children with Learning disabilities are assessed, when corrective planifications or alternative schooling forms are thought of, is justified by reasons of deficiencies into the curricular validity, lack of use of qualitative assessment, lack of an operative establishment able to be applied directly in the classroom, a discontinuity in the diagnostic process and removal of the teaching-learning dynamic from the real context. Whitout an intention to rest any value to the traditional assessment, we think that previous explorations and diagnostic models which have a more dynamic and direct character need to be established and which are more integrated in the classroom and are, in short, closer to school. In this sense, we describe briefly the typical steps of a sistematic curricular assessment, which allows a direct valoration of the learning process through competences defined by behaviors, abilities and knowledge perfectly defined into the curriculum, so that we can avoid the risky inferences made by general and descontextualized tests.
