Tecnologia assistiva e práticas de letramento no atendimento educacional especializado
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Data
2015-02-20
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Universidade Federal de Goiás
Resumo
The Assistive Technology is an area of knowledge that enables people with disability
a more autonomous and independent life with higher life´s quality. When we
considering the development of school students with disability we find the vital
importance of these resources and services to the success or failure in the school.
Nowadays the Specialized Educational Service takes characteristics as an Assistive
Technology service where are offered resources and services that it helps in the
activity execution before impossible by the disability. Furthermore, this service has
like function to complement and/or to supplement the deaf students’ formation,
pervasive developmental disorders and high abilities/gifted in order to provide access
conditions, participation and learning in the regular education. Due the importance of
the reading and writing ability development, in a literacy society, we problematize the
conceptions and practices of teachers working in specialized educational assistance
such as Assistive Technology in the promotion of access at the literacy practices of
disability students. The goal of this investigation is to understand how has been
characterized the conceptions and practices, according to some experiences, by
some teachers about the Assistive Technology in the promotion of the access to the
literacy of the disability students in the multifunctional resources classroom and of the
specialized educational assistance center. This research belong to the Catalano
Observatory of Special Education, that make a link with the National Observatory of
Special Education and show as methodological way the collaborative action
research, which aims to approximate the academic knowledge to the teachers
practices, having as result the scientific co-production, as well as teachers
formations. This research was done with eight specialized teachers of the schools
from Catalão city. The information collection was done through group interviews and
information was organized and categorized for analysis. They are: literacy; Assistive
Technology; resources, the practices of reading and writing promotion and the
conceptions and constructions of concept of Assistive Technology; teachers’
formation. The results demonstrate that the assistive technology resources and
services generally has been not used and available to provide access to the
practices of reading and writing in the specialized educational assistance area and
that there is an inefficient formation to work with the specificities that there are in this
work about resources and services of Assistive Technology that enable to the access
to the reading and writing practices. It’s possible to assert yet that the practices
related by the teachers seem a perspective of strategy and ludic resources than the
actual conception of Assistive Technology. Thus, we understand the need
structuration of the specialized educational assistance work focusing to a more
efficient proposal of formation to these professionals, so, indeed be guaranteed the
access and the use of the Assistive Technology in favor of a guarantee of the rights
and equiparation of opportunities.
Descrição
Palavras-chave
Tecnologia assistiva, Letramento, Atendimento educacional especializado, Assistive technology, Literacy, Specialized educational service
Citação
BORGES, W. F. Tecnologia assistiva e práticas de letramento no atendimento educacional especializado. 2015. 205 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2015.