A utilização das TIC na Educação de Alunos com Necessidades Educativas Especiais: resultados da aplicação piloto do inquérito nacional a Coordenadores TIC/PTE

• Autor(a) principal: Ribeiro, Jaime
• Data de Publicação: 2010
• Outros Autores: Almeida, Ana Margarida, Moreira, António
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v2i1.4579

Portugal is living times of technological revolution in education. The equipping of schools, teachers and students with computers is an evolving reality, clearly pushed forth by the implementation of the Technological Education Plan (TEP) that also aims at certifying 90% of teachers in ICT until 2010. In a School that should be adjusted to every an any student, Special Education Needs (SEN) cannot be overlooked and the nature and composition of its ICT facilities should include support to these students and encompass technological capabilities specially conceived to grant them access to and participation in learning. However, the presence of technologically advanced resources is of no use if they are not implemented and managed by competent professionals. Training in ICT is therefore essential to take full advantage of what these tools can offer to students with and without SEN. In the case of SEN this training need is of crucial importance, as  it constitutes itself as a facilitator or barrier to the education of these students. ICT coordinators are the visible face of the implementation of ICT in the school environment, assuming the functions of managing the school ICT resources and attending to the training of their fellow teachers in the pedagogical application of ICT. The present article describes the results obtained from the application of a questionnaire to 13 ICT Coordinators, in July 2009, a time where they became TEP Coordinators. This piloting constitutes a stage in the construction of a questionnaire that is part of a survey launched at national level about the Use of ICT in the Education of Students with Special Education Needs (SEN). We conclude that the use and training in the use of ICT in the Education of Students with SEN still does not constitute a priority in the functions of these professionals.