The present Course Completion Work - TCC, sought to carry out a study on academic productions at the stricto sensu level (Master's and Doctorate) aimed at educational assessment with children with special educational needs in the last 10 years (2011 to 2021) in the area of concentration Education in all regions of Brazil. The methodological approach is supported by qualitative research, based on studies by Rey (2005), where the author states that this methodological approach must act permanently defining and redefining the methodological decisions and options that make up the fieldwork. The instruments for the production of data appropriate the use of Biembengut's Theoretical Mapping (2008) where the author establishes that this type of instrument allows the review and significant progress in research in the area that is intended for research, in addition to enabling the expansion of knowledge that are articulated to the phenomena of the area, as well as the literature review. Therefore, this work has as its general objective to identify the productions carried out with the theme Special Education and the process of evaluating children with special educational needs in theses and dissertations, in the digital collection of the CAPES portal, in the period from 2011 to 2021. to account for the theoretical discussions on educational assessment and school planning, we chose to read the writings of Luckesi (2008), Vasconcellos (2008, 2012), Sobrinho (2008), among others. On assessment with children with special educational needs, in authors such as Carvalho (2000), Sassaki (1998), Oliveira and Campos (2005); Glat and Kadlec (1989); Lunt (1995) and Fonseca (1995) among others. In view of this, what has been observed is the need to broaden the discussions on the procedures of verification of learning that correspond to the specific needs of each child with special educational needs, since, in the studies surveyed, few were found that are dedicated to research and problematize. not only the insertion of this profile of students in regular schools, but that also promote inclusion taking into account the mechanisms and procedures necessary to perceive the learning of these children in a meaningful way.
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