The Role of Assisted Technologies in the Process for Special Needs Students' Literacy

• Autor(a) principal: Paulino, Idelzuite Maria de Sousa
• Data de Publicação: 2023
• Outros Autores: Pinheiro Filho, Isac Sales
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: ID on line. Revista de psicologia
• Texto Completo: https://idonline.emnuvens.com.br/id/article/view/3811
• topic: reading and writing skills; literacy; Inclusive Education; Educação Inclusiva; Alfabetização; Letramento

The research aimed to analyze the impact of literacy, literacy and inclusive education practices in the learning process of students with special needs. For this, the main approaches and methodologies used were investigated, evaluating the role of inclusive education in promoting equal educational opportunities and identifying the challenges faced. The methodology adopted involved a ___________________ ¹ Especialista em Alfabetização e Letramento pela Faculdade Iguaçu e Licenciada em Pedagogia pela Universidade Estadual Vale do Acaraú-UVA. E-mail: [e-mail] ; ² Mestre em Administração de Empresas pela MUST University/ Universidade da Amazônia –UNAMA, Especialista em Gestão de Negócios pela Universidade de São Paulo-USP, Especialista em Gestão e Projetos Educacionais pela Faculdade INTA, Bacharel em Administração pela Universidade Federal do Ceará-UFC e Licenciado em História pela Universidade Estadual Vale do Acaraú-UVA. E-mail: [e-mail] . bibliographical review and analysis of empirical studies related to the theme. The results revealed the importance of personalized strategies, such as the use of multisensory practices and assistive technologies, as well as collaborative work between educators, family members and specialized professionals. Inclusive education was highlighted as a crucial factor in guaranteeing e qual opportunities and promoting the full development of students with special needs. However, challenges were identified, such as the lack of adequate resources and the need for teacher education and training. It is recommended the implementation of inclusive policies, the provision of teacher training aimed at inclusive education and the availability of adequate resources. These actions are essential to promote quality inclusive education, ensuring success in the literacy process for students with special needs.