Inclusão e tecnologia assistiva
Autor(a) principal: | |
---|---|
Data de Publicação: | 2008 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/10424 |
Resumo: | Does a partnership between Health and Education professionals using the resources of the Assistive Technology favor the inclusion of students with cerebral palsy in the regular schools? From this question, a project was developed linking the knowledge of the Educational, Assistive Technology, Occupational Therapy and Speech Therapy areas into the Research Group of Augmentative and Alternative Communication of the Post Graduation Course in Education of the University of the State of Rio de Janeiro. There were no policies in Rio de Janeiro municipality favoring the joint action between the Education and Health secretariats, and the majority of the professionals of such secretariats did not know the potentialities of the Assistive Technology as an ancillary tool in the school inclusion process. In order for the project to be developed it was necessary to know the reality and requirements of the professionals, of the schools, of the students and their families; to prepare Health and Education professionals in Assistive Technology and follow up the support team performing the joint action in the schools. The study model used was the research-action, and the universe of the research covered 46 teachers, 78 occupational therapists, nine speech-language therapists and 162 students with special educational needs. The instruments used were questionnaires, semi-structured interviews, records of the participants, photos, films and the researcher notebook. The results of the joint action showed that the Health and Education partnership allowed a favorable apprenticeship situations to aid the school inclusion. The introduction of the support team comprised by occupational therapists, speech-language therapist and itinerant teachers contributed for the sensitizing and change of attitude of the teachers, since it brought to the school clarifications on the student and resources which potentialize its skills. The Assistive Technology brought together teachers and students and assured a more suitable sitting position, allowing the writing, communication, mobility and independence for the day-to-day school activities. The team contributed with the preparation of teachers, supplementary classes, servants and families and brought up discussions about inclusion, becoming an instrument for continuous education. The families felt supported and confident and, with their attitudes, show higher valuation of the educational space. The health professionals came closer to the schools reality and noticed the necessity of converting their actions into the rehabilitation process, making it more focused on the school inclusion. The students were the ones who received the higher benefits, because they became more secure and capable to act and learn after implemented resources of the Assistive Technology. |
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Nunes, Leila Regina D'oliveira de Paulahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=P42498Glat, Rosanahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787961A3&dataRevisao=nullCarneiro, Eliane Gerk Pintohttp://lattes.cnpq.br/4968921766725231Toyoda, Cristina Yoshiehttp://lattes.cnpq.br/5872141115382552Santos, Mônica Pereira doshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781463T2http://lattes.cnpq.br/9884461377782543Pelosi, Miryam Bonadiu2021-01-05T21:45:55Z2010-06-182008-03-28PELOSI, Miryam Bonadiu. Inclusão e tecnologia assistiva. 2008. 305 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2008.http://www.bdtd.uerj.br/handle/1/10424Does a partnership between Health and Education professionals using the resources of the Assistive Technology favor the inclusion of students with cerebral palsy in the regular schools? From this question, a project was developed linking the knowledge of the Educational, Assistive Technology, Occupational Therapy and Speech Therapy areas into the Research Group of Augmentative and Alternative Communication of the Post Graduation Course in Education of the University of the State of Rio de Janeiro. There were no policies in Rio de Janeiro municipality favoring the joint action between the Education and Health secretariats, and the majority of the professionals of such secretariats did not know the potentialities of the Assistive Technology as an ancillary tool in the school inclusion process. In order for the project to be developed it was necessary to know the reality and requirements of the professionals, of the schools, of the students and their families; to prepare Health and Education professionals in Assistive Technology and follow up the support team performing the joint action in the schools. The study model used was the research-action, and the universe of the research covered 46 teachers, 78 occupational therapists, nine speech-language therapists and 162 students with special educational needs. The instruments used were questionnaires, semi-structured interviews, records of the participants, photos, films and the researcher notebook. The results of the joint action showed that the Health and Education partnership allowed a favorable apprenticeship situations to aid the school inclusion. The introduction of the support team comprised by occupational therapists, speech-language therapist and itinerant teachers contributed for the sensitizing and change of attitude of the teachers, since it brought to the school clarifications on the student and resources which potentialize its skills. The Assistive Technology brought together teachers and students and assured a more suitable sitting position, allowing the writing, communication, mobility and independence for the day-to-day school activities. The team contributed with the preparation of teachers, supplementary classes, servants and families and brought up discussions about inclusion, becoming an instrument for continuous education. The families felt supported and confident and, with their attitudes, show higher valuation of the educational space. The health professionals came closer to the schools reality and noticed the necessity of converting their actions into the rehabilitation process, making it more focused on the school inclusion. The students were the ones who received the higher benefits, because they became more secure and capable to act and learn after implemented resources of the Assistive Technology.A parceria entre os profissionais da Saúde e Educação utilizando os recursos da Tecnologia Assistiva favorece a inclusão de alunos com paralisia cerebral nas escolas regulares? A partir dessa interrogação foi desenvolvido um projeto que uniu os conhecimentos das áreas de Educação, Tecnologia Assistiva, Terapia Ocupacional e Fonoaudiologia no Grupo de Pesquisa de Comunicação Alternativa do Curso de Pós-Graduação em Educação da Universidade do Estado do Rio de Janeiro. No município do Rio de Janeiro não havia uma política que favorecesse a ação conjunta entre as Secretarias de Educação e Saúde, e a maior parte dos profissionais dessas secretarias desconhecia o potencial da Tecnologia Assistiva como ferramenta auxiliar no processo de inclusão escolar. Para que o projeto pudesse ser desenvolvido foi necessário conhecer a realidade e as necessidades dos profissionais, das escolas, dos alunos e suas famílias; formar profissionais da Saúde e Educação em Tecnologia Assistiva, e acompanhar a equipe de apoio que realizou a ação conjunta nas escolas. O modelo de estudo utilizado foi o da pesquisa-ação e o universo da pesquisa abrangeu 46 professores, 78 terapeutas ocupacionais, nove fonoaudiólogas e 162 alunos com necessidades educacionais especiais. Os instrumentos compreenderam questionários, entrevistas semi-estruturadas, registros dos participantes, fotografias, filmes e o caderno de campo da pesquisadora. Os resultados da ação conjunta demonstraram que a parceria da Saúde e Educação proporcionou situações de aprendizagem favoráveis à inclusão escolar. A introdução da equipe de apoio composta por terapeutas ocupacionais, fonoaudiólogos e professores itinerantes contribuiu para a sensibilização e mudança de atitude dos professores, pois trouxe, para dentro da escola, esclarecimentos a respeito do aluno e recursos que potencializaram suas habilidades. A Tecnologia Assistiva aproximou professores e alunos e garantiu posicionamento mais adequado aos alunos com deficiência física, possibilidade de escrita, comunicação, mobilidade e independência para as atividades do dia-a-dia escolar. A equipe contribuiu com a formação dos professores de turma, de aulas complementares, funcionários e familiares e oportunizou discussões acerca da inclusão tornando-se um instrumento de formação continuada. As famílias se sentiram apoiadas e confiantes e, com suas atitudes, demonstraram maior valorização do espaço educacional. Os profissionais da Saúde se aproximaram da realidade da escola e perceberam a necessidade de transformação de suas ações no processo de reabilitação, tornando-a mais direcionada à inclusão escolar. Os alunos foram os maiores beneficiados, pois se tornaram mais seguros e capazes de produzir e aprender a partir dos recursos da Tecnologia Assistiva implementados.Submitted by Boris Flegr (boris@uerj.br) on 2021-01-05T21:45:55Z No. of bitstreams: 2 Tese_Miryam_v1_Bdtd.pdf: 2220030 bytes, checksum: c69e23de07d2e3c12a83848fe473115e (MD5) Tese_Miryam_v2_Bdtd.pdf: 3085937 bytes, checksum: 250cd224eca30f77b2d334a0973c3e77 (MD5)Made available in DSpace on 2021-01-05T21:45:55Z (GMT). No. of bitstreams: 2 Tese_Miryam_v1_Bdtd.pdf: 2220030 bytes, checksum: c69e23de07d2e3c12a83848fe473115e (MD5) Tese_Miryam_v2_Bdtd.pdf: 3085937 bytes, checksum: 250cd224eca30f77b2d334a0973c3e77 (MD5) Previous issue date: 2008-03-28Conselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBRCentro de Educação e Humanidades::Faculdade de EducaçãoEducational inclusionAssistivy technologyPhysical disabilityOccupational therapyInclusão educacionalTecnologia asssistivaDeficiência físicaTerapia ocupacionalInclusão em educaçãoDispositivos de auto-ajuda para pessoas com deficiênciaDeficientes físicosCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALInclusão e tecnologia assistivaInclusion and assistivy tecnologyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese_Miryam_v1_Bdtd.pdfapplication/pdf2220030http://www.bdtd.uerj.br/bitstream/1/10424/1/Tese_Miryam_v1_Bdtd.pdfc69e23de07d2e3c12a83848fe473115eMD51Tese_Miryam_v2_Bdtd.pdfapplication/pdf3085937http://www.bdtd.uerj.br/bitstream/1/10424/2/Tese_Miryam_v2_Bdtd.pdf250cd224eca30f77b2d334a0973c3e77MD521/104242024-02-27 12:43:26.739oai:www.bdtd.uerj.br:1/10424Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T15:43:26Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Inclusão e tecnologia assistiva |
dc.title.alternative.eng.fl_str_mv |
Inclusion and assistivy tecnology |
title |
Inclusão e tecnologia assistiva |
spellingShingle |
Inclusão e tecnologia assistiva Pelosi, Miryam Bonadiu Educational inclusion Assistivy technology Physical disability Occupational therapy Inclusão educacional Tecnologia asssistiva Deficiência física Terapia ocupacional Inclusão em educação Dispositivos de auto-ajuda para pessoas com deficiência Deficientes físicos CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Inclusão e tecnologia assistiva |
title_full |
Inclusão e tecnologia assistiva |
title_fullStr |
Inclusão e tecnologia assistiva |
title_full_unstemmed |
Inclusão e tecnologia assistiva |
title_sort |
Inclusão e tecnologia assistiva |
author |
Pelosi, Miryam Bonadiu |
author_facet |
Pelosi, Miryam Bonadiu |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Nunes, Leila Regina D'oliveira de Paula |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=P42498 |
dc.contributor.referee1.fl_str_mv |
Glat, Rosana |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787961A3&dataRevisao=null |
dc.contributor.referee2.fl_str_mv |
Carneiro, Eliane Gerk Pinto |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4968921766725231 |
dc.contributor.referee3.fl_str_mv |
Toyoda, Cristina Yoshie |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5872141115382552 |
dc.contributor.referee4.fl_str_mv |
Santos, Mônica Pereira dos |
dc.contributor.referee4Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781463T2 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9884461377782543 |
dc.contributor.author.fl_str_mv |
Pelosi, Miryam Bonadiu |
contributor_str_mv |
Nunes, Leila Regina D'oliveira de Paula Glat, Rosana Carneiro, Eliane Gerk Pinto Toyoda, Cristina Yoshie Santos, Mônica Pereira dos |
dc.subject.eng.fl_str_mv |
Educational inclusion Assistivy technology Physical disability Occupational therapy |
topic |
Educational inclusion Assistivy technology Physical disability Occupational therapy Inclusão educacional Tecnologia asssistiva Deficiência física Terapia ocupacional Inclusão em educação Dispositivos de auto-ajuda para pessoas com deficiência Deficientes físicos CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.por.fl_str_mv |
Inclusão educacional Tecnologia asssistiva Deficiência física Terapia ocupacional Inclusão em educação Dispositivos de auto-ajuda para pessoas com deficiência Deficientes físicos |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
Does a partnership between Health and Education professionals using the resources of the Assistive Technology favor the inclusion of students with cerebral palsy in the regular schools? From this question, a project was developed linking the knowledge of the Educational, Assistive Technology, Occupational Therapy and Speech Therapy areas into the Research Group of Augmentative and Alternative Communication of the Post Graduation Course in Education of the University of the State of Rio de Janeiro. There were no policies in Rio de Janeiro municipality favoring the joint action between the Education and Health secretariats, and the majority of the professionals of such secretariats did not know the potentialities of the Assistive Technology as an ancillary tool in the school inclusion process. In order for the project to be developed it was necessary to know the reality and requirements of the professionals, of the schools, of the students and their families; to prepare Health and Education professionals in Assistive Technology and follow up the support team performing the joint action in the schools. The study model used was the research-action, and the universe of the research covered 46 teachers, 78 occupational therapists, nine speech-language therapists and 162 students with special educational needs. The instruments used were questionnaires, semi-structured interviews, records of the participants, photos, films and the researcher notebook. The results of the joint action showed that the Health and Education partnership allowed a favorable apprenticeship situations to aid the school inclusion. The introduction of the support team comprised by occupational therapists, speech-language therapist and itinerant teachers contributed for the sensitizing and change of attitude of the teachers, since it brought to the school clarifications on the student and resources which potentialize its skills. The Assistive Technology brought together teachers and students and assured a more suitable sitting position, allowing the writing, communication, mobility and independence for the day-to-day school activities. The team contributed with the preparation of teachers, supplementary classes, servants and families and brought up discussions about inclusion, becoming an instrument for continuous education. The families felt supported and confident and, with their attitudes, show higher valuation of the educational space. The health professionals came closer to the schools reality and noticed the necessity of converting their actions into the rehabilitation process, making it more focused on the school inclusion. The students were the ones who received the higher benefits, because they became more secure and capable to act and learn after implemented resources of the Assistive Technology. |
publishDate |
2008 |
dc.date.issued.fl_str_mv |
2008-03-28 |
dc.date.available.fl_str_mv |
2010-06-18 |
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2021-01-05T21:45:55Z |
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PELOSI, Miryam Bonadiu. Inclusão e tecnologia assistiva. 2008. 305 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2008. |
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http://www.bdtd.uerj.br/handle/1/10424 |
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PELOSI, Miryam Bonadiu. Inclusão e tecnologia assistiva. 2008. 305 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2008. |
url |
http://www.bdtd.uerj.br/handle/1/10424 |
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Universidade do Estado do Rio de Janeiro |
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