Tecnologia assistiva como recurso para o profissional do atendimento educacional especializado
Carregando...
Data
2022-10-04
Autores
Estevam, Jorgeane Pançardes Guimarães
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A inclusão de estudantes com deficiência no sistema regular de ensino pressupõe a adequação de abordagens que possibilitem um ambiente de aprendizagem equitativo e participativo para todos. Sendo o Atendimento Educacional Especializado o serviço indicado para analisar e propor estratégias de acessibilidade, em todos os âmbitos, aos estudantes público-alvo da educação especial, o objetivo desta pesquisa é verificar a oferta de recursos de Tecnologia Assistiva de baixa tecnologia pelos profissionais do AEE, como uma alternativa para promover a redução de barreiras à aprendizagem, de modo que o acesso ao ensino aconteça em bases igualitárias para todos os estudantes e, por meio da utilização destes recursos, minimizar os desafios pedagógicos vivenciados. Visa também identificar, por meio de aplicação de um formulário aplicado a professores do AEE, se estes compreendem a necessidade de utilização do recurso de Tecnologia Assistiva de baixa tecnologia, como um recurso de acessibilidade para apoiar o seu trabalho; identificar e selecionar recursos de Tecnologia Assistiva de baixa tecnologia, que sejam coerentes com a necessidade de atuação dos professores, para que estes recursos possam servir como apoio de acessibilidade aos estudantes que fazem parte do AEE e elaborar o produto educacional com uma metodologia de uso para cada recurso de Tecnologia Assistiva selecionado que irá compor um e-book intitulado Guia Didático de Tecnologia Assistiva de baixa tecnologia. A metodologia adotada na pesquisa é de caráter qualitativo, considerando a análise do pesquisador e a colaboração dos professores da rede municipal da cidade de Barra Mansa/RJ que atuam em Sala de Recursos Multifuncionais. A relevância desta pesquisa está em propor caminhos para a efetiva aplicação dos recursos de Tecnologia Assistiva de baixa tecnologia ao processo de ensino e aprendizagem de estudantes com deficiência, levando soluções práticas ao professor da sala regular com o apoio do profissional do Atendimento Educacional Especializado e viabilizando a inclusão desses alunos no ambiente escolar.
The inclusion of students with disabilities in the regular education system presupposes the adequacy of approaches that enable an equitable and participatory learning environment for all. Since the Specialized Educational Service is the service suited to analyze and propose accessibility strategies, in all areas, to the target audience of special education students, the objective of this research is to verify the offer of Assistive Technology resources of low technology by Since the Specialized Educational Service professionals, as an alternative to promote the reduction of barriers to learning, so that access to education takes place on an equal basis for all students and, through the use of these resources, minimize the pedagogical challenges experienced. It also aims to identify, through the application of a form applied to Since the Specialized Educational Service teachers, if they understand the need to use the low-technology Assistive Technology resource, as an accessibility resource to support their work; identify and select low-technology Assistive Technology resources that are consistent with the teachers' need for action, so that these resources can serve as accessibility support for students who are part of the Since the Specialized Educational Service and elaborate the educational product with a methodology to use for each selected Assistive Technology resource that will compose an e-Book entitled Didactic Guide to low-technology Assistive Technology. The methodological approach in the current research is qualitative, considering the researcher's analysis and the collaboration of teachers from the municipal network of the city of Barra Mansa (RJ) who work in the Multifunctional Resource Room. The relevance of this research lies in proposing ways for the effective application of low-tech Assistive Technology resources to the teaching and learning process of students with disabilities, finding practical solutions for the teacher of the standard classroom with the support of the Specialized Educational Service professional and enabling the inclusion of these students in the school environment.
The inclusion of students with disabilities in the regular education system presupposes the adequacy of approaches that enable an equitable and participatory learning environment for all. Since the Specialized Educational Service is the service suited to analyze and propose accessibility strategies, in all areas, to the target audience of special education students, the objective of this research is to verify the offer of Assistive Technology resources of low technology by Since the Specialized Educational Service professionals, as an alternative to promote the reduction of barriers to learning, so that access to education takes place on an equal basis for all students and, through the use of these resources, minimize the pedagogical challenges experienced. It also aims to identify, through the application of a form applied to Since the Specialized Educational Service teachers, if they understand the need to use the low-technology Assistive Technology resource, as an accessibility resource to support their work; identify and select low-technology Assistive Technology resources that are consistent with the teachers' need for action, so that these resources can serve as accessibility support for students who are part of the Since the Specialized Educational Service and elaborate the educational product with a methodology to use for each selected Assistive Technology resource that will compose an e-Book entitled Didactic Guide to low-technology Assistive Technology. The methodological approach in the current research is qualitative, considering the researcher's analysis and the collaboration of teachers from the municipal network of the city of Barra Mansa (RJ) who work in the Multifunctional Resource Room. The relevance of this research lies in proposing ways for the effective application of low-tech Assistive Technology resources to the teaching and learning process of students with disabilities, finding practical solutions for the teacher of the standard classroom with the support of the Specialized Educational Service professional and enabling the inclusion of these students in the school environment.
Descrição
Palavras-chave
Atendimento educacional especializado, Tecnologia assistiva, Inclusão escolar, Specialized educational service, Assistive technology, School inclusion