Formação de professores de salas de recursos multifuncionais para o uso da tecnologia assistiva
Carregando...
Arquivos
Data
2012
Autores
Hummel, Eromi Izabel [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
As políticas públicas educacionais, especificamente as voltadas para Educação Especial na Perspectiva da Educação Inclusiva, propõem a instalação de Salas de Recursos Multifuncionais (SRMs) nas escolas regulares para atender alunos público alvo da educação especial disponibilizando diversos recursos tecnológicos. O professor que atua nestas salas deve prestar o Atendimento Educacional Especializado (AEE) e para tanto ter formação específica na área. Dentre as diversas atribuições, caberá a ele utilizar-se de diferentes recursos tecnológicos e ensinar e usar a tecnologia assistiva (TA), visando ao desenvolvimento do aluno, tanto no aspecto educacional como no social. O presente estudo tem como objetivo planejar, desenvolver e avaliar uma proposta de formação de professores, para o uso dos recursos tecnológicos, no Atendimento Educacional Especializado, em Salas de Recursos Multifuncionais. Para atingir este objetivo, adotou-se a pesquisa de intervenção e a pesquisa colaborativa, organizada em 5 estudos. Os estudos 1, 2, 3 consistiram em diagnósticos, e participaram 43 professoras. O Estudo 1 identificou os recursos tecnológicos presentes nas SRMs. O Estudo 2 identificou os conhecimentos dos professores que atendem alunos com deficiência nas SRMs, a respeito da utilização dos recursos tecnológicos como ferramenta de apoio pedagógico. O Estudo 3 identificou, por meio de autoavaliação, o domínio de recursos de tecnologia assistiva. Para realização dos estudos 1, 2 e 3, utilizou-se questionário para coleta de informações; os resultados foram analisados de forma quantitativa e qualitativa. O Estudo 4 visou planejar e desenvolver um curso de formação de professores, para o uso dos recursos tecnológicos, no AEE em SRMs. Participaram deste estudo 43 professoras...
The public policies in education, specifically in special education in the perspective of Inclusive Education, proposes the implementation of special resource rooms in school spaces that presents students with disabilities, making possible the use of several technological resources. The teacher who works in these rooms must be able to attend specialized educational service and, for this reason, this teacher must have specific knowledge. Among a lot of functions, it´s his responsibility to use different technological resources and to teach and use assistive technology, aiming the educational and social students development. The present study has the objective to plan, to develop and to evaluate a teacher training course proposal, in order to use the technological resources in specialized educational service, in multifunctional rooms. The collaborative and interventional approach, adopted to achieve this objective, was organized in five studies. The first three studies consisted of diagnostic, and 43 teachers participated. The first study identified the identification of the technological resources in the multifunctional rooms. The second study identified the knowledge of the teachers who attend students with special needs in multifunctional rooms, specifically the question of dealing with technological resources as a tool of pedagogical support. The third study identified, through a self-assessment, the ability to deal with assistive technology resources. A questionnaire was used to collect the information used in the first, second and third study and the results were analyzed on qualitative and quantitative way. The fourth study aimed to plan and to develop a teacher training course focused in the use of technological resources in specialized educational service, in multifunctional rooms... (Complete abstract click electronic access below)
The public policies in education, specifically in special education in the perspective of Inclusive Education, proposes the implementation of special resource rooms in school spaces that presents students with disabilities, making possible the use of several technological resources. The teacher who works in these rooms must be able to attend specialized educational service and, for this reason, this teacher must have specific knowledge. Among a lot of functions, it´s his responsibility to use different technological resources and to teach and use assistive technology, aiming the educational and social students development. The present study has the objective to plan, to develop and to evaluate a teacher training course proposal, in order to use the technological resources in specialized educational service, in multifunctional rooms. The collaborative and interventional approach, adopted to achieve this objective, was organized in five studies. The first three studies consisted of diagnostic, and 43 teachers participated. The first study identified the identification of the technological resources in the multifunctional rooms. The second study identified the knowledge of the teachers who attend students with special needs in multifunctional rooms, specifically the question of dealing with technological resources as a tool of pedagogical support. The third study identified, through a self-assessment, the ability to deal with assistive technology resources. A questionnaire was used to collect the information used in the first, second and third study and the results were analyzed on qualitative and quantitative way. The fourth study aimed to plan and to develop a teacher training course focused in the use of technological resources in specialized educational service, in multifunctional rooms... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Professores - Formação, Educação especial, Tecnologia educacional
Como citar
HUMMEL, Eromi Izabel. Formação de professores de salas de recursos multifuncionais para o uso da tecnologia assistiva. 2012. 231 f. Tese (doutorado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Filosofia e Ciências de Marília, 2012.