In order to make diversity present, the basis of education for students with special educational necessities needs to be built in an approach of collaborative support. In this text we search to evidence the process of rethinking the educational evaluation of a second grade student. From a work with the teacher and the pedagogue, we defined the aspects to be evaluated and an educative project for the student, to be worked in the classroom. The study of this case sets off an attitute of change towards evaluation in the initial grades, bringing into the open several issues on the evaluation process of that school. Data show us the work processuality and how it is difficult to go from a specialist's diagnostic evaluation to a pedagogic evaluation of the teach-learning conditions.
educational evaluation; special educational necessities; special education