Effects of initial teacher’s training on Assistive Technology through problem-solving methodology
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/36505 |
Resumo: | The purposes of this study were to plan, implement and evaluate a Pre-service Teacher Training Program regarding the use of Assistive Technology and Augmentative and Alternative Communication. The effects of the program in the future teachers´ conceptions about disability, as well as their experience in teaching students with special needs were also investigated. An action research was conducted with 37 Pedagogy undergraduate students, 26 nonvocal students, and five teachers of a special education public school. The methodological procedures included a) questionnaires administered to the undergraduates in the beginning and the end of the Program, b) expositive classes and development of teaching activities by the undergraduates , specially tailored for students with special needs, according to the Problematization methodology - observation of the reality of classroom, selection of pedagogical problem, reflection about its determinants, hypothesis elaboration, review of the literature, elaboration, implementation, and evaluation of the teaching plan. Data showed that, following the Program, the future teachers successfully used Alternative Communication resources and strategies, as well as adapted pedagogical material and resources for accessing computer with their nonvocal students. Results additionally suggested positive changes in the undergraduates´ conceptions about disability, Assistive Technology and Augmentative and Alternative Communication. The study benefitted special school teachers, who learned about these resources, as well as the nonvocal students who enhanced their opportunities to communicate and socially interact. |
id |
UFSM-9_1f7d0ff0d7b7f6cfd798d6fb2ebdf63e |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/36505 |
network_acronym_str |
UFSM-9 |
network_name_str |
Revista Educação Especial (UFSM) |
repository_id_str |
|
spelling |
Effects of initial teacher’s training on Assistive Technology through problem-solving methodologyEfectos de la formación inicial de profesores en Tecnología Asistiva a través de metodología problematizadoraEfeitos da formação inicial de professores em Tecnologia Assistiva através de metodologia problematizadoraTeacher trainingAssistive technologyProblematization methodology.Formación inicial de profesoresTecnología asistivaMetodología de problematización.Formação inicial de professoresTecnologia assistivaMetodologia da problematização.The purposes of this study were to plan, implement and evaluate a Pre-service Teacher Training Program regarding the use of Assistive Technology and Augmentative and Alternative Communication. The effects of the program in the future teachers´ conceptions about disability, as well as their experience in teaching students with special needs were also investigated. An action research was conducted with 37 Pedagogy undergraduate students, 26 nonvocal students, and five teachers of a special education public school. The methodological procedures included a) questionnaires administered to the undergraduates in the beginning and the end of the Program, b) expositive classes and development of teaching activities by the undergraduates , specially tailored for students with special needs, according to the Problematization methodology - observation of the reality of classroom, selection of pedagogical problem, reflection about its determinants, hypothesis elaboration, review of the literature, elaboration, implementation, and evaluation of the teaching plan. Data showed that, following the Program, the future teachers successfully used Alternative Communication resources and strategies, as well as adapted pedagogical material and resources for accessing computer with their nonvocal students. Results additionally suggested positive changes in the undergraduates´ conceptions about disability, Assistive Technology and Augmentative and Alternative Communication. The study benefitted special school teachers, who learned about these resources, as well as the nonvocal students who enhanced their opportunities to communicate and socially interact.El estudio tuvo como objetivo planear, implementar y validar los efectos de un programa de formación inicial de profesores para actuar con los recursos de Tecnologia Asistiva (TA) y de Comunicación Alternativa y Aumentativa (CAA) en las concepciones sobre la deficiencia en los futuros profesores en su desempeño educacional junto a los alumnos con deficiencia y Transtorno do Espectro Autista (TEA). Una investigación-acción fue llevada a cabo con 37 alumnos en los cursos finales de Pedagogia, 26 alumnos con deficiencia del habla, y 5 profesores de una escuela especial de la red pública de enseñanza. La metodología consistió en: a) aplicación del cuestionario a los alumnos de Pedagogia al inicio y final del programa; b) oferta de clases expositivas y desarrollo de actividades de enseñanza junto con los alumnos con deficiencia y TEA, de acuerdo con la Metodologia da Problematizacao – observación de la realidade, selección de problema pedagogico, reflexión sobre los determinantes del alumno, elaboración de hipótesis, investigación bibliográfica, elaboración, implementación y validación del plan de enseñanza. Los datos muestran una modificación positiva de las concepciones de los alumnos próximos a graduarse en relación a los conceptos de deficiencia, TA y CAA, y atendimiento educacional suceso, a través de varios recursos y estratégia de CAA, material pedagógico adaptado y recursos de acceso a computadoras. El estudio benefició también, a los profesores de la escuela especializada, que fueron expuestos a tales recursos, y los alumnos con deficiencia que ampliaron sus oportunidades de comunicación e interacción social.O estudo teve como objetivos planejar, implementar e avaliar os efeitos de um programa de formação inicial de professores para atuar com recursos de Tecnologia Assistiva (TA) e de Comunicação Alternativa (CA) nas concepções sobre deficiência desses futuros professores e em sua atuação educacional junto a alunos com deficiência e Transtorno do Espectro Autista (TEA). Uma pesquisa-ação foi conduzida com 37 alunos da graduação do curso de Pedagogia, 26 alunos com deficiência sem fala articulada, e cinco professoras de uma escola especial da rede pública de ensino. Os procedimentos metodológicos envolveram: a) aplicação de questionário aos graduandos no início e ao final do programa; b) oferta de aulas expositivas e desenvolvimento de atividades de ensino pelos graduandos junto aos alunos com deficiência e TEA, de acordo com a Metodologia da Problematização — observação da realidade, seleção de problema pedagógico, reflexão sobre os determinantes do aluno, elaboração de hipóteses, pesquisa bibliográfica, elaboração, implementação e avaliação de plano de ensino. Os dados mostraram efeitos positivos nas concepções dos graduandos em relação aos conceitos de deficiência, TA e CA, e atendimento educacional bem-sucedido, com emprego de muitos recursos e estratégias de CA, material pedagógico adaptado e recursos de acesso ao computador. O estudo beneficiou, ainda, os professores da escola especial, que passaram a conhecer tais recursos, e os alunos com deficiência, que ampliaram as oportunidades de comunicação e interação social.Universidade Federal de Santa Maria2020-11-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/3650510.5902/1984686X36505Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e74/1-22Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e74/1-22Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e74/1-221984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/36505/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/36505/htmlCopyright (c) 2020 Revista Educação Especialinfo:eu-repo/semantics/openAccessSchirmer, Carolina RizzottoNunes, Leila Regina d’Oliveira de Paula2021-02-10T04:35:26Zoai:ojs.pkp.sfu.ca:article/36505Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2021-02-10T04:35:26Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Effects of initial teacher’s training on Assistive Technology through problem-solving methodology Efectos de la formación inicial de profesores en Tecnología Asistiva a través de metodología problematizadora Efeitos da formação inicial de professores em Tecnologia Assistiva através de metodologia problematizadora |
title |
Effects of initial teacher’s training on Assistive Technology through problem-solving methodology |
spellingShingle |
Effects of initial teacher’s training on Assistive Technology through problem-solving methodology Schirmer, Carolina Rizzotto Teacher training Assistive technology Problematization methodology. Formación inicial de profesores Tecnología asistiva Metodología de problematización. Formação inicial de professores Tecnologia assistiva Metodologia da problematização. |
title_short |
Effects of initial teacher’s training on Assistive Technology through problem-solving methodology |
title_full |
Effects of initial teacher’s training on Assistive Technology through problem-solving methodology |
title_fullStr |
Effects of initial teacher’s training on Assistive Technology through problem-solving methodology |
title_full_unstemmed |
Effects of initial teacher’s training on Assistive Technology through problem-solving methodology |
title_sort |
Effects of initial teacher’s training on Assistive Technology through problem-solving methodology |
author |
Schirmer, Carolina Rizzotto |
author_facet |
Schirmer, Carolina Rizzotto Nunes, Leila Regina d’Oliveira de Paula |
author_role |
author |
author2 |
Nunes, Leila Regina d’Oliveira de Paula |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Schirmer, Carolina Rizzotto Nunes, Leila Regina d’Oliveira de Paula |
dc.subject.por.fl_str_mv |
Teacher training Assistive technology Problematization methodology. Formación inicial de profesores Tecnología asistiva Metodología de problematización. Formação inicial de professores Tecnologia assistiva Metodologia da problematização. |
topic |
Teacher training Assistive technology Problematization methodology. Formación inicial de profesores Tecnología asistiva Metodología de problematización. Formação inicial de professores Tecnologia assistiva Metodologia da problematização. |
description |
The purposes of this study were to plan, implement and evaluate a Pre-service Teacher Training Program regarding the use of Assistive Technology and Augmentative and Alternative Communication. The effects of the program in the future teachers´ conceptions about disability, as well as their experience in teaching students with special needs were also investigated. An action research was conducted with 37 Pedagogy undergraduate students, 26 nonvocal students, and five teachers of a special education public school. The methodological procedures included a) questionnaires administered to the undergraduates in the beginning and the end of the Program, b) expositive classes and development of teaching activities by the undergraduates , specially tailored for students with special needs, according to the Problematization methodology - observation of the reality of classroom, selection of pedagogical problem, reflection about its determinants, hypothesis elaboration, review of the literature, elaboration, implementation, and evaluation of the teaching plan. Data showed that, following the Program, the future teachers successfully used Alternative Communication resources and strategies, as well as adapted pedagogical material and resources for accessing computer with their nonvocal students. Results additionally suggested positive changes in the undergraduates´ conceptions about disability, Assistive Technology and Augmentative and Alternative Communication. The study benefitted special school teachers, who learned about these resources, as well as the nonvocal students who enhanced their opportunities to communicate and socially interact. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/36505 10.5902/1984686X36505 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/36505 |
identifier_str_mv |
10.5902/1984686X36505 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/36505/pdf http://periodicos.ufsm.br/educacaoespecial/article/view/36505/html |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e74/1-22 Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e74/1-22 Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e74/1-22 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
_version_ |
1799944197709496320 |