Recursos e estratégias da tecnologia assistiva a partir do ensino colaborativo entre os profissionais da saúde e da educação
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Data
2013-03-25
Autores
Rocha, Aila Narene Dahwache Criado [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A literatura identificou que a tecnologia assistiva pode favorecer a aprendizagem e a participação da criança com paralisia cerebral no contexto escolar. Pesquisas da área da educação especial têm utilizado a tecnologia assistiva no contexto escolar com objetivo de oferecer oportunidades à criança com deficiência para demonstrar suas reais habilidades no processo de ensino e aprendizagem. O trabalho colaborativo tem sido visto com sucesso nas pesquisas com tecnologia assistiva, pois as parcerias entre pesquisador, profissionais da escola e alunos promove um espaço onde compartilham conhecimentos teóricos e práticos durante o processo. Essa concepção de parceria garante que as necessidades de todos sejam consideradas desde o inicio, respeitando suas origens e perspectivas. Os objetivos desta pesquisa foram avaliar o uso dos recursos de tecnologia assistiva durante as atividades de ensino e identificar as estratégias utilizadas a fim de mediar o uso desses recursos junto à criança com paralisia cerebral por meio do ensino colaborativo entre os profissionais da saúde e da educação no contexto da Educação Infantil. As atividades foram realizadas por meio de um programa de intervenção seguindo a proposta do ensino colaborativo para operacionalizar as etapas seis e sete de implementação de tecnologia assistiva propostas por Manzini e Santos (2002). Os participantes da pesquisa foram dois alunos com paralisia cerebral e seus respectivos professores e os procedimentos pertinentes à coleta de dados foram realizados nas escolas onde os participantes estavam matriculados. O registro foi realizado por meio de filmagem, diário de campo, protocolo de rotina escolar e protocolo de descrição das atividades. Após a transcrição do vídeo e organização do material as informações foram compiladas em um único documento escrito de acordo com a proposta de triangulação de dados...
The literature has identified that assistive technology can facilitate learning and the participation of children with cerebral palsy in the school context. Research in the area of Special Education have used assistive technology in the school context in order to provide opportunities for children with disabilities to demonstrate their real abilities in the process of teaching and learning. Collaborative work has been successful in research with assistive technology, for partnerships among researchers, school professionals and students promotes environment for sharing theoretical and practical knowledge during the process. This concept of partnership ensures that everyone's needs are considered from the beginning, respecting their origins and perspectives. The objective of this research was to evaluate the use of assistive technology resources during teaching activities and identify the strategies used to mediate the use of these resources by the child with cerebral palsy through collaborative teaching among health and education professionals in the preschool context. The activities were conducted through an intervention program following the proposal of collaborative teaching to operationalize steps six and seven for implementing assistive technology proposed by Manzini and Santos (2002). The research participants were two students with cerebral palsy and their teachers; and the relevant procedures for data collection were conducted in schools where participants were enrolled. The recordings were made through filming, field diary, school routine protocol and description of activities protocol. After the video transcript and organization of the material, the obtained information was compiled into a single document written in accordance with the proposal of data triangulation. From this document, content analysis was performed, establishing categories and subcategories, which... (Complete abstract click electronic access below)
The literature has identified that assistive technology can facilitate learning and the participation of children with cerebral palsy in the school context. Research in the area of Special Education have used assistive technology in the school context in order to provide opportunities for children with disabilities to demonstrate their real abilities in the process of teaching and learning. Collaborative work has been successful in research with assistive technology, for partnerships among researchers, school professionals and students promotes environment for sharing theoretical and practical knowledge during the process. This concept of partnership ensures that everyone's needs are considered from the beginning, respecting their origins and perspectives. The objective of this research was to evaluate the use of assistive technology resources during teaching activities and identify the strategies used to mediate the use of these resources by the child with cerebral palsy through collaborative teaching among health and education professionals in the preschool context. The activities were conducted through an intervention program following the proposal of collaborative teaching to operationalize steps six and seven for implementing assistive technology proposed by Manzini and Santos (2002). The research participants were two students with cerebral palsy and their teachers; and the relevant procedures for data collection were conducted in schools where participants were enrolled. The recordings were made through filming, field diary, school routine protocol and description of activities protocol. After the video transcript and organization of the material, the obtained information was compiled into a single document written in accordance with the proposal of data triangulation. From this document, content analysis was performed, establishing categories and subcategories, which... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação especial, Paralisia cerebral, Tecnologia, Educação, Ensino
Como citar
ROCHA, Aila Narene Dahwache Criado. Recursos e estratégias da tecnologia assistiva a partir do ensino colaborativo entre os profissionais da saúde e da educação. 2013. 210 f. Tese (doutorado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Filosofia e Ciências de Marília, 2013.