Use of Assistive Technology in Inclusive Education in the School Environment: Systematic Review
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Data de Publicação: | 2019 |
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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. |
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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 |
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1820690962295291904 |