Recursos tecnológicos: estratégias na perspectiva pedagógica para alunos com autismo

• Autor(a) principal: Nascimento, Fabiana Ferreira do
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/7190
• topic: Educational and technological resources; Autism spectrum disorder; Education; Inclusion; Recursos pedagógicos e tecnológicos; Transtorno do espectro do autismo; Educação; Inclusão; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The aim of the present study was to analyze the use of technological resources through PowerPoint and Internet access in the teaching and learning process of two children diagnosed with Autism enrolled in the initial grades of Elementary School. At first, our objectives were to identify the pedagogic and the technologic resources used in the school context and how those resources could make the school contents more accessible for the students; secondly, show up and suggest activities to the teachers that use the technological resources in order to promote curricular accessibility. And, finally, elaborate a product that could contribute to adapt the curricular activities. According to the DSM-5 (APA, 2013), Autism encompasses all those subjects diagnosed with Autism Disorder, Asperger's Disorder and Invasive Developmental Disorder without any other specification, and it may introduce different degrees of Autism severity. Studies indicate that adequate early interventions may develop language, social interaction and decrease behavioral problems. The present research is an exploratory investigation of a descriptive and explanatory nature. The methodology used the qualitative assumptions based on participant research, using collaborative critical research-action criteria. Semi-structured interviews, voice recordings, field diaries and photographs were used as instruments. We conclude that technologies are part of the students' social context. They access cell phones, computers and tablets. They search the internet and YouTube. The use of touch technology proved viable unlike the mouse that seemed to us unintuitive. In addition, we realized that the use of technological resources made the content more attractive, promoted the student's autonomy and the development of social skills mediated by the cultural apparatuses existing in their context, in the case, by the computer. So, it seems very rational to take these languages into the school context, transforming them into cultural learning instruments, and making curricular contents more accessible.