The aim of this article is to make known the conceptions and evaluative practices of regular teachers and Special Education educators, with students who have special educational needs, associated with disability. The methodology responds to a qualitative approach, of phenomenological character and intrinsic case study type, with the application of interviews about aspects of the evaluation process and curricular adaptation. The instrument was applied to 10 participants: 7 professors (as) and 3 educators of Differential Education of an administrative dependency establishment, private subsidized. For the analysis of the information, the content analysis was used. The study concludes that participants make curricular adjustments or modifications to elements of the curriculum so that students with disabilities can advance their learning, however, conceptions about evaluation and practices, maintain a traditional approach, which demands a challenge for the educational centers to implement flexible evaluative proposals regarding what to evaluate, when to evaluate, how to evaluate or who evaluates, recognizing the particularity of the students with or without special educational needs, achieving full access and participation in learning.

Special educational; Educational integration; Evaluation methods; Diversification of education; School adjustment.