Use of Assistive Technology in Inclusive Education in the School Environment: Systematic Review

Detalhes bibliográficos
Autor(a) principal: Biazus, Graziela Ferreira
Data de Publicação: 2019
Outros Autores: Rieder, Carlos Roberto Mello
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/33317
Resumo: The 2030 Education Action Framework and technological boom are of great relevance in Inclusive Education (IE). Objective: to carry out a systematic review on Assistive Technology (AT) in the IE of schoolchildren with special educational needs (SEN). Sources of data: systematic review of articles published in the last eight years and available in the following databases: Pubmed, SciELO, Lilacs and Medline. Search strategy included a combination of the following keywords: educational inclusion, self-help equipment, self-help devices, special education. Also included in the English language: maintreaming child, education special, self-help devices child. The union of these words was always made with the term AND. Data Synthesis: The search strategy resulted in 610 titles listed and 124 selected for review. By reading the title and the abstract, 17 articles were selected and included with the AT combination in the IE. The review made possible the analysis of national and international research. 2881 students with SEN, 391 parents and teachers, and 29 AT staff participated in the analysis. The main results found in the review were that the IE depends on several issues such as academic, behavioral, mobility / accessibility, sociability and transportation issues, and there should be greater understanding about the application of AT in IE. It is concluded that IE should be an integral part of an educational system, allow curricular flexibility and adaptation for students with special educational needs and AT has the benefit of facilitating the insertion of these students into the school environment.
id UFSM-9_5fc9d4b2ed16f7f6b6fd4fadbb30a65f
oai_identifier_str oai:ojs.pkp.sfu.ca:article/33317
network_acronym_str UFSM-9
network_name_str Revista Educação Especial (UFSM)
repository_id_str
spelling Use of Assistive Technology in Inclusive Education in the School Environment: Systematic ReviewUso de la Tecnología de Asistencia en la Educación Inclusiva en el Entorno Escolar: Revisión SistemáticaUso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemáticaMaintreaming childEducation specialSelf-help devices child.Inclusión educativaEquipos de autoayudaDispositivos de autoayuda.Inclusão EducacionalEquipamentos de AutoajudaDispositivos de Auto AjudaThe 2030 Education Action Framework and technological boom are of great relevance in Inclusive Education (IE). Objective: to carry out a systematic review on Assistive Technology (AT) in the IE of schoolchildren with special educational needs (SEN). Sources of data: systematic review of articles published in the last eight years and available in the following databases: Pubmed, SciELO, Lilacs and Medline. Search strategy included a combination of the following keywords: educational inclusion, self-help equipment, self-help devices, special education. Also included in the English language: maintreaming child, education special, self-help devices child. The union of these words was always made with the term AND. Data Synthesis: The search strategy resulted in 610 titles listed and 124 selected for review. By reading the title and the abstract, 17 articles were selected and included with the AT combination in the IE. The review made possible the analysis of national and international research. 2881 students with SEN, 391 parents and teachers, and 29 AT staff participated in the analysis. The main results found in the review were that the IE depends on several issues such as academic, behavioral, mobility / accessibility, sociability and transportation issues, and there should be greater understanding about the application of AT in IE. It is concluded that IE should be an integral part of an educational system, allow curricular flexibility and adaptation for students with special educational needs and AT has the benefit of facilitating the insertion of these students into the school environment.El Marco de Acción de la Educación 2030 y boom tecnológico son de gran relevancia en la Educación Inclusiva (EI). Objetivo: realizar una revisión sistemática sobre Tecnología Asistiva (TA) en la EI de alumnos con necesidades educativas especiales (NEE). Fuentes de datos: revisión sistemática de artículos publicados en los últimos ocho años y disponibles en las siguientes bases de datos: Pubmed, SciELO, Lilacs y Medline. La estrategia de búsqueda incluyó la combinación de las siguientes palabras clave: educación inclusiva, equipos de autoayuda, dispositivos de auto ayuda, educación especial. También incluyó los unitermos en la lengua inglesa: maintreaming child, education special, self-help devices child. La unión de estas palabras se hizo siempre con el término AND. Síntesis de los datos: La estrategia de búsqueda resultó en 610 títulos listados y 124 seleccionados para la revisión. Por la lectura del título y del resumen, 17 artículos fueron seleccionados e incluidos con la combinación TA en la EI. La revisión posibilitó el análisis de investigaciones a nivel nacional e internacional. Participaron del análisis 2881 alumnos con NEE, 391 padres y profesores y 29 colaboradores del equipo de TA. Los principales resultados encontrados en la revisión fueron que la EI depende de diversos abordajes tales como cuestiones académicas, conductuales, movilidad / accesibilidad, sociabilidad, y medio de transporte y también debe haber mayor comprensión sobre la aplicación de la TA en la EI. Se concluye que la EI debe ser parte integrante de un sistema educativo, permitir flexibilidad y adaptación curriculares para alumnos con NEEs y la TA tiene como beneficio facilitar la inserción de esos alumnos en el ambiente escolar.O Marco de Ação da Educação 2030 e boom tecnológico são de grande relevância na Educação Inclusiva (EI). Objetivo: realizar uma revisão sistemática sobre Tecnologia Assistiva (TA) na EI de escolares no processo de alfabetização. Fontes dos dados: revisão sistemática de artigos publicados nos últimos oito anos e disponíveis nas seguintes bases de dados: Pubmed, SciELO, Lilacs e Medline. A estratégia de busca incluiu a combinação das seguintes palavras-chave: inclusão educacional, equipamentos de autoajuda, dispositivos de auto ajuda, educação especial. Também incluiu os unitermos na língua inglesa: maintreaming child, education special, self-help devices child. A união dessas palavras foi feita sempre com o termo AND. Síntese dos dados: A estratégia de pesquisa resultou em 610 títulos listados e 124 selecionados para a revisão. Pela leitura do título e do resumo, 17 artigos foram selecionados e incluídos com a combinação TA na EI. A revisão possibilitou a análise de pesquisas no âmbito nacional e internacional. Participaram da análise 2881 alunos com necessidades educacionais especiais (NEEs), 391 pais e professores e 29 colaboradores da equipe de TA. Os principais resultados encontrados na revisão foram que a EI depende de diversas abordados tais como questões acadêmicas, comportamental, mobilidade / acessibilidade, social e transporte e deve haver maior compreensão sobre aplicação da TA na EI. Conclui-se que a EI deve ser parte integrante de um sistema educacional, permitir flexibilidade e adaptação curriculares para alunos com NEEs e a TA tem como benefício facilitar a inserção desses alunos no ambiente escolar.Universidade Federal de Santa Maria2019-06-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/3331710.5902/1984686X33317Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e69/ 1 -15Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e69/ 1 -15Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e69/ 1 -151984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/33317/33317http://periodicos.ufsm.br/educacaoespecial/article/view/33317/htmlCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessBiazus, Graziela FerreiraRieder, Carlos Roberto Mello2020-11-12T14:57:31Zoai:ojs.pkp.sfu.ca:article/33317Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-11-12T14:57:31Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Use of Assistive Technology in Inclusive Education in the School Environment: Systematic Review
Uso de la Tecnología de Asistencia en la Educación Inclusiva en el Entorno Escolar: Revisión Sistemática
Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática
title Use of Assistive Technology in Inclusive Education in the School Environment: Systematic Review
spellingShingle Use of Assistive Technology in Inclusive Education in the School Environment: Systematic Review
Biazus, Graziela Ferreira
Maintreaming child
Education special
Self-help devices child.
Inclusión educativa
Equipos de autoayuda
Dispositivos de autoayuda.
Inclusão Educacional
Equipamentos de Autoajuda
Dispositivos de Auto Ajuda
title_short Use of Assistive Technology in Inclusive Education in the School Environment: Systematic Review
title_full Use of Assistive Technology in Inclusive Education in the School Environment: Systematic Review
title_fullStr Use of Assistive Technology in Inclusive Education in the School Environment: Systematic Review
title_full_unstemmed Use of Assistive Technology in Inclusive Education in the School Environment: Systematic Review
title_sort Use of Assistive Technology in Inclusive Education in the School Environment: Systematic Review
author Biazus, Graziela Ferreira
author_facet Biazus, Graziela Ferreira
Rieder, Carlos Roberto Mello
author_role author
author2 Rieder, Carlos Roberto Mello
author2_role author
dc.contributor.author.fl_str_mv Biazus, Graziela Ferreira
Rieder, Carlos Roberto Mello
dc.subject.por.fl_str_mv Maintreaming child
Education special
Self-help devices child.
Inclusión educativa
Equipos de autoayuda
Dispositivos de autoayuda.
Inclusão Educacional
Equipamentos de Autoajuda
Dispositivos de Auto Ajuda
topic Maintreaming child
Education special
Self-help devices child.
Inclusión educativa
Equipos de autoayuda
Dispositivos de autoayuda.
Inclusão Educacional
Equipamentos de Autoajuda
Dispositivos de Auto Ajuda
description The 2030 Education Action Framework and technological boom are of great relevance in Inclusive Education (IE). Objective: to carry out a systematic review on Assistive Technology (AT) in the IE of schoolchildren with special educational needs (SEN). Sources of data: systematic review of articles published in the last eight years and available in the following databases: Pubmed, SciELO, Lilacs and Medline. Search strategy included a combination of the following keywords: educational inclusion, self-help equipment, self-help devices, special education. Also included in the English language: maintreaming child, education special, self-help devices child. The union of these words was always made with the term AND. Data Synthesis: The search strategy resulted in 610 titles listed and 124 selected for review. By reading the title and the abstract, 17 articles were selected and included with the AT combination in the IE. The review made possible the analysis of national and international research. 2881 students with SEN, 391 parents and teachers, and 29 AT staff participated in the analysis. The main results found in the review were that the IE depends on several issues such as academic, behavioral, mobility / accessibility, sociability and transportation issues, and there should be greater understanding about the application of AT in IE. It is concluded that IE should be an integral part of an educational system, allow curricular flexibility and adaptation for students with special educational needs and AT has the benefit of facilitating the insertion of these students into the school environment.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-05
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/33317
10.5902/1984686X33317
url http://periodicos.ufsm.br/educacaoespecial/article/view/33317
identifier_str_mv 10.5902/1984686X33317
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/33317/33317
http://periodicos.ufsm.br/educacaoespecial/article/view/33317/html
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 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. 32, 2019 – Publicação Contínua; e69/ 1 -15
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e69/ 1 -15
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e69/ 1 -15
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_ 1820690962295291904