Análise neuroeducativa dos recursos tecnológicos para disléxicos adultos de vida acadêmica ativa

• Autor(a) principal: Azedias, Rose Lane Loureiro Gadelha de
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFRJ
• Texto Completo: http://hdl.handle.net/11422/21286
• topic: Dislexia; Acessibilidade; Tecnologia Assistiva; Educação

Dyslexia is a learning disorder or disorder in the areas of reading, writing and spelling that, according to estimates, affects about 10% of the Brazilian population. This difficulty is present in the academic life of this public and today it finds itself reaching universities due to public inclusion policies, which, however, do not guarantee low dropout rates from higher education. Therefore, the present research aims to outline what are the existing needs for the construction of assistive technology resources that can serve as auxiliary means to make reading and writing activities more efficient, allowing a less painful training to be made possible for people with dyslexia. Through the answers given to a questionnaire applied to people with an active academic life, in most cases undergraduate or graduate students, it was possible to ascertain the predominant learning functionalities among the respondents, whose difficulties and whose strategies to circumvent them vary on an individual basis. Among the most frequent problems are the difficulty to focus on reading and writing activities and the loss of sequence in long texts. On the other hand, the strategies most commonly used by respondents to circumvent their deficits were to isolate themselves, watch videos on the topics covered by the texts, and appropriate technological resources. We also sought to assess the assistive potential attributed by them to various support tools and options aimed at the functional issues of attention, memory, organization and visuomotor perception. For most, word detection and online dictionaries were said to be essential. Despite the richness of the results obtained, it is considered that the main product of this research was the establishment of guiding principles for future research and an awakening to a more functional analysis of learning in relation to Assistive Technology for Education