Educação e Transtorno do Espectro Autista: protocolo para criação/ adaptação de jogos digitais
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Data
2018-02-06
Autores
Araújo, Gisele Silva [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa de mestrado é vinculada ao Programa de Pós-graduação em Educação da UNESP, Universidade Estadual Paulista “Júlio de Mesquita Filho”, Faculdade de Ciências e Tecnologia, campus de Presidente Prudente – SP., na linha de pesquisa “Processos Formativos, Ensino e Aprendizagem”. Os jogos digitais têm sido um dos recursos, denominados de Tecnologia Assistiva, que tem obtido significativos resultados em meio à Educação Inclusiva, no que se espera de estímulos e respostas nas intervenções com estudantes com autismo. O problema de pesquisa desse estudo vai ao encontro da seguinte questão: quais elementos podem ser considerados fundamentais para criar/ adaptar jogos digitais, com o foco no treino de competências e aquisição de novas habilidades de estudantes com autismo? Objetivou-se, a partir desta questão, desenvolver um protocolo para criação/ adaptação de jogos digitais para o treino de competências e aquisição de novas habilidades de estudantes com Transtornos do Espectro Autista. Caracterizou-se, como uma pesquisa metodológica de abordagem qualitativa, delineada em quatro etapas. Na Etapa 1, foram identificados e analisados 62 elementos fundamentais para a composição de jogos digitais a estudantes com autismo, por meio de uma Revisão Sistemática. Esses elementos foram identificados a partir de 20 estudos coletados, entre os anos de 2006 e 2016, por meio de análise de conteúdo, e distribuídos em oito campos de especificidades e características universais dos estudantes com autismo, foram elas: Processamento Sensorial; Disfunção Motora; Estimulação; Deficiências Cognitivas; Autorregulação; Linguagem; Interação Social. Também originaram os campos de natureza técnica: Customização, Co-design e Ambiente Físico. A partir dessas recomendações, considerou-se que os jogos digitais, quando planejados, exercem relações com o treino de competências do campo emocional e sensorial, e na aquisição de novas habilidades no campo motor e social de estudantes com autismo. Entretanto, a mera inserção de jogos planejados na vida social e educacional desses estudantes não são suficientes. É necessário o planejamento de estratégias para o uso benéfico desses jogos, o que envolve conhecer as necessidades e habilidades dos estudantes; para que isso seja possível, uma forma eficaz é pensar o desenvolvimento desses jogos na perspectiva do co-design. Na Etapa 2, a partir dos elementos identificados na Etapa 1, foram entrevistados três professores da Educação Especial e dois desenvolvedores. A partir das entrevistas, foram confirmadas 11 das 62 recomendações identificadas na Etapa 1 e 22 novas recomendações foram identificadas, as quais corresponderam aos campos de: Processamento Sensorial; Disfunção Sensorial; Estimulação; Autorregulação; Interação Social; Ambiente Físico, Co-design e Elementos Estruturantes. Considerou-se, a partir da fala dos participantes que os benefícios e os malefícios estão intrinsecamente envolvidos com (ou) a falta de planejamento de recursos e de estratégias, que considere as especificidades e características universais desses estudantes. Na Etapa 3, 26 elementos foram confirmados, 19 foram ampliados e 10 novos elementos foram identificados, por meio de um Grupo Focal, constituído por oito participantes das áreas clínica, pedagógica e tecnológica. Os principais achados dessa etapa corroboraram a necessidade do planejamento dos recursos, estratégias e ambiente para o trabalho com jogos e com autismo. Na Etapa 4, a partir dos elementos identificados e confirmados nas etapas anteriores elaborou-se o protocolo.
This master's research is linked to the Graduate Program in Education of the UNESP - Sao Paulo State University "Júlio de Mesquita Filho", Faculty of Sciences and Technology, campus of Presidente Prudente - SP, in the research line "Formative Processes, Teaching and Learning". Digital games have been one of the resources, known as Assistive Technology, which has achieved significant results in the context of Inclusive Education, regarding what is expected of stimuli and responses in interventions with students with autism. The research problem of this study addresses the following question: which elements can be considered fundamental to create / adapt digital games, focusing on training competencies and acquisition of new skills for students with autism? The objective was to develop a protocol for creating / adapting digital games for the training of competencies and acquisition of new skills for students with Autism Spectrum Disorders. The study is characterized as a methodological research with a qualitative approach, outlined in four stages. In the 1st Stage, 62 fundamental elements for the composition of digital games for students with autism were identified and analyzed through a Systematic Review. These elements were identified through content analysis from 20 studies dated from 2006 and 2016 and, have been distributed in eight areas of specificities and universal characteristics of students with autism: Sensory Processing; Motor dysfunction; Stimulation; Cognitive deficiencies; Self-regulation; Language; Social interaction. In addition, they have originated the following areas of technical nature: Customization, Co-design and Physical Environment. Grounded on these recommendations, it was considered that digital games, when planned, have connections with the training of competences in the emotional and sensory sphere, and in the acquisition of new skills in the motor and social sphere of students with autism. However, the mere insertion of designed games into the social and educational life of these students is not enough. It is necessary to plan strategies for the beneficial use of these games, which involves knowing students’ needs and abilities; to allow this possibility, an effective way is to think about the development of these games in the co-design perspective. In the 2nd Stage, from the elements identified in the 1st Stage, were interviewed three Special Education teachers and two developers. From the interviews, 11 of the 62 recommendations identified in 1st Stage were confirmed, and 22 new recommendations were identified, which corresponded to the following fields: Sensory Processing; Sensory Dysfunction; Stimulation; Self-regulation; Social interaction; Physical Environment, Co-design and Structuring Elements. It was considered from the participants' speech that benefits and harms are intrinsically involved with (or) the lack of planning of both resources and strategies, which takes into account the specificities and universal characteristics of these students. In the 3rd Stage, 26 elements were confirmed, 19 were expanded and 10 new elements were identified through a Focal Group, consisting of eight participants from clinical, pedagogical and technological expertise areas. The main findings of this stage corroborated with the need for planning regarding resources, strategies and the environment for working with games and with autism. In the 4th Stage, the protocol was elaborated from the elements identified and confirmed in the previous stages.
This master's research is linked to the Graduate Program in Education of the UNESP - Sao Paulo State University "Júlio de Mesquita Filho", Faculty of Sciences and Technology, campus of Presidente Prudente - SP, in the research line "Formative Processes, Teaching and Learning". Digital games have been one of the resources, known as Assistive Technology, which has achieved significant results in the context of Inclusive Education, regarding what is expected of stimuli and responses in interventions with students with autism. The research problem of this study addresses the following question: which elements can be considered fundamental to create / adapt digital games, focusing on training competencies and acquisition of new skills for students with autism? The objective was to develop a protocol for creating / adapting digital games for the training of competencies and acquisition of new skills for students with Autism Spectrum Disorders. The study is characterized as a methodological research with a qualitative approach, outlined in four stages. In the 1st Stage, 62 fundamental elements for the composition of digital games for students with autism were identified and analyzed through a Systematic Review. These elements were identified through content analysis from 20 studies dated from 2006 and 2016 and, have been distributed in eight areas of specificities and universal characteristics of students with autism: Sensory Processing; Motor dysfunction; Stimulation; Cognitive deficiencies; Self-regulation; Language; Social interaction. In addition, they have originated the following areas of technical nature: Customization, Co-design and Physical Environment. Grounded on these recommendations, it was considered that digital games, when planned, have connections with the training of competences in the emotional and sensory sphere, and in the acquisition of new skills in the motor and social sphere of students with autism. However, the mere insertion of designed games into the social and educational life of these students is not enough. It is necessary to plan strategies for the beneficial use of these games, which involves knowing students’ needs and abilities; to allow this possibility, an effective way is to think about the development of these games in the co-design perspective. In the 2nd Stage, from the elements identified in the 1st Stage, were interviewed three Special Education teachers and two developers. From the interviews, 11 of the 62 recommendations identified in 1st Stage were confirmed, and 22 new recommendations were identified, which corresponded to the following fields: Sensory Processing; Sensory Dysfunction; Stimulation; Self-regulation; Social interaction; Physical Environment, Co-design and Structuring Elements. It was considered from the participants' speech that benefits and harms are intrinsically involved with (or) the lack of planning of both resources and strategies, which takes into account the specificities and universal characteristics of these students. In the 3rd Stage, 26 elements were confirmed, 19 were expanded and 10 new elements were identified through a Focal Group, consisting of eight participants from clinical, pedagogical and technological expertise areas. The main findings of this stage corroborated with the need for planning regarding resources, strategies and the environment for working with games and with autism. In the 4th Stage, the protocol was elaborated from the elements identified and confirmed in the previous stages.
Descrição
Palavras-chave
Autismo, Educação inclusiva, Jogos digitais, Protocolo, Tecnologia assistiva, Autism, Inclusive education, Digital games, Protocol, Assistive technology