Learning evaluation and use of assistive technology resources in students with disabilities
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EDUCAÇÃO: Teoria e Prática |
Texto Completo: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/9199 |
Resumo: | In this work, the purpose was thinking the learning evaluation and the use of Assistive Technology resources in students with disabilities. Discusses the inclusion as a challenge, what promote a reorientation in educational issues and the technical and financial support. To do so, intervene with municipal and state network schools in northeastern Brazil, guided by interlocution with the historical-cultural principles and collaborative-critical action research. Five (05) schools were accompanied weekly, where are enrolled students with severe disabilities. From the work with these students was possible to reflect about the procedures used in school, thinking how Assistive Technology resources reach there and what is your importance to ensure an adequate evaluation process. The following results are evident: only official policies are not able to delineate the work in schools, to modify the evaluation process, it is necessary to put them in motion, in discursive practices, in the actions, helping the school to become effectively as inclusion space. In schools there was any kind of adaptation to the evaluation process; students with disabilities did not participate of the evaluation; schools did not know TA resources; students with severe disabilities are not attended in their specificities in schools; the teachers in these schools understand the evaluation as a static and linear process; collaborative work can be an alternative to modify the actions at school. Lastly, the technology can be of service to the school, promoting the learning of these students. Nowadays, the educator must be prepared for the challenge of working in diversity producing new potential. |
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Learning evaluation and use of assistive technology resources in students with disabilitiesLa evaluación del aprendizaje y el uso de los recursos de tecnología asistiva en alumnos con deficiênciasA avaliação da aprendizagem e o uso dos recursos de tecnologia assistiva em alunos com deficiênciasEvaluationAction researchSpecial EducationAssistive Technology.EvaluaciónInvestigación-acciónEducación EspecialTecnología Asistiva.AvaliaçãoPesquisa-açãoEducação EspecialTecnologia AssistivaIn this work, the purpose was thinking the learning evaluation and the use of Assistive Technology resources in students with disabilities. Discusses the inclusion as a challenge, what promote a reorientation in educational issues and the technical and financial support. To do so, intervene with municipal and state network schools in northeastern Brazil, guided by interlocution with the historical-cultural principles and collaborative-critical action research. Five (05) schools were accompanied weekly, where are enrolled students with severe disabilities. From the work with these students was possible to reflect about the procedures used in school, thinking how Assistive Technology resources reach there and what is your importance to ensure an adequate evaluation process. The following results are evident: only official policies are not able to delineate the work in schools, to modify the evaluation process, it is necessary to put them in motion, in discursive practices, in the actions, helping the school to become effectively as inclusion space. In schools there was any kind of adaptation to the evaluation process; students with disabilities did not participate of the evaluation; schools did not know TA resources; students with severe disabilities are not attended in their specificities in schools; the teachers in these schools understand the evaluation as a static and linear process; collaborative work can be an alternative to modify the actions at school. Lastly, the technology can be of service to the school, promoting the learning of these students. Nowadays, the educator must be prepared for the challenge of working in diversity producing new potential.En este trabajo, la intención fue pensar la evaluación del aprendizaje y el uso de los recursos de Tecnología Asistiva en alumnos con deficiencia. Discute la inclusión como desafío, lo que impulsa una reorientación en las cuestiones educacionales y en cuanto al apoyo técnico y financiero. Por este motivo, la investigación interviene en las escuelas de la red municipal y estadual del nordeste brasileño, orientada por la interlocución con los principios histórico-culturales y de la investigación-acción-colaborativo-crítica. Fueron cinco (05) deficiencias severas. A partir del trabajo con esos alumnos fue posible reflexionar sobre los procedimientos utilizados en la escuela, pensar cómo los recursos de Tecnología Asistiva llegan hasta allá y cuál es su importancia para garantizar un proceso evaluativo adecuado. Se evidencian los siguientes resultados: apenas las políticas oficiales no son capaces de delinear el trabajo en las escuelas, de modificar el proceso de evaluación, es preciso colocarlas en movimiento, en las prácticas discursivas, en las acciones, contribuyendo para que la escuela se concretice como espacio de inclusión. En las escuelas no había ningún tipo de adaptación para el proceso evaluativo; los alumnos con deficiencia no participaban de la evaluación; las escuelas no conocían los recursos de TA; los alumnos con deficiencias severas no son atendidos en sus especificidades en las escuelas; los profesores de esas escuelas entendían la evaluación como proceso estático y linear; el trabajo colaborativo puede ser una alternativa para modificar las acciones en la escuela. Por fin, la tecnología puede estar a servicio de la escuela, promoviendo el aprendizaje de esos alumnos. En la época actual, el educador debe estar preparado para el desafío de trabajar en la diversidad, produciendo nuevas potencialidades.Neste trabalho a disposição foi de pensar a avaliação da aprendizagem e o uso dos recursos de Tecnologia Assistiva em alunos com deficiência. Discute a inclusão como desafio, o que impulsiona uma reorientação nas questões educacionais e ao apoio técnico e financeiro. Para tanto, intervém junto às escolas da rede municipal e estadual do nordeste brasileiro, orientada pela interlocução com os princípios histórico-culturais e da pesquisa-ação-colaborativo-crítica. Foram cinco (05) escolas acompanhadas semanalmente, onde estão matriculados alunos com deficiências severas. Através desses alunos a intenção foi refletir sobre os procedimentos utilizados na escola, pensar como os recursos de Tecnologia Assistiva chegam até lá e qual sua importância para garantir um processo avaliativo adequado. Observou-se que apenas as políticas oficiais não são capazes de delinear o trabalho nas escolas, de modificar o processo de avaliação, é preciso colocá-las em movimento, nas práticas discursivas, nas ações, contribuindo para que a escola se efetive como espaço de inclusão. A tecnologia pode estar a serviço da escola, promovendo a aprendizagem desses alunos. Nos tempos atuais, o educador deve estar preparado para o desafio de trabalhar na diversidade produzindo novas potencialidades.Instituto de Biociências - Câmpus de Rio Claro - Unesp2015-04-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDocumento Avaliado por Paresapplication/pdfapplication/ziphttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/919910.18675/1981-8106.vol25.n48.p150-167Educação: Teoria e Prática; Vol. 25 No. 48 (2015); 150-167Educação: Teoria e Prática; Vol. 25 Núm. 48 (2015); 150-167Educação: Teoria e Prática; v. 25 n. 48 (2015); 150-1671981-8106reponame:EDUCAÇÃO: Teoria e Práticainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/9199/6658https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/9199/10198Copyright (c) 2015 EDUCAÇÃO: Teoria e Práticainfo:eu-repo/semantics/openAccessGivigi, Rosana Carla do NascimentoAlcântara, Juliana Nascimento deSilva, Raquel SouzaDourado, Solano Sávio Figueiredo2018-04-11T13:15:06Zoai:periodicos.rc.biblioteca.unesp.br:article/9199Revistahttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacaoPUBhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/oairc.ramos@unesp.br || reveduca@rc.unesp.br1981-81061517-9869opendoar:2018-04-11T13:15:06EDUCAÇÃO: Teoria e Prática - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Learning evaluation and use of assistive technology resources in students with disabilities La evaluación del aprendizaje y el uso de los recursos de tecnología asistiva en alumnos con deficiências A avaliação da aprendizagem e o uso dos recursos de tecnologia assistiva em alunos com deficiências |
title |
Learning evaluation and use of assistive technology resources in students with disabilities |
spellingShingle |
Learning evaluation and use of assistive technology resources in students with disabilities Givigi, Rosana Carla do Nascimento Evaluation Action research Special Education Assistive Technology. Evaluación Investigación-acción Educación Especial Tecnología Asistiva. Avaliação Pesquisa-ação Educação Especial Tecnologia Assistiva |
title_short |
Learning evaluation and use of assistive technology resources in students with disabilities |
title_full |
Learning evaluation and use of assistive technology resources in students with disabilities |
title_fullStr |
Learning evaluation and use of assistive technology resources in students with disabilities |
title_full_unstemmed |
Learning evaluation and use of assistive technology resources in students with disabilities |
title_sort |
Learning evaluation and use of assistive technology resources in students with disabilities |
author |
Givigi, Rosana Carla do Nascimento |
author_facet |
Givigi, Rosana Carla do Nascimento Alcântara, Juliana Nascimento de Silva, Raquel Souza Dourado, Solano Sávio Figueiredo |
author_role |
author |
author2 |
Alcântara, Juliana Nascimento de Silva, Raquel Souza Dourado, Solano Sávio Figueiredo |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Givigi, Rosana Carla do Nascimento Alcântara, Juliana Nascimento de Silva, Raquel Souza Dourado, Solano Sávio Figueiredo |
dc.subject.por.fl_str_mv |
Evaluation Action research Special Education Assistive Technology. Evaluación Investigación-acción Educación Especial Tecnología Asistiva. Avaliação Pesquisa-ação Educação Especial Tecnologia Assistiva |
topic |
Evaluation Action research Special Education Assistive Technology. Evaluación Investigación-acción Educación Especial Tecnología Asistiva. Avaliação Pesquisa-ação Educação Especial Tecnologia Assistiva |
description |
In this work, the purpose was thinking the learning evaluation and the use of Assistive Technology resources in students with disabilities. Discusses the inclusion as a challenge, what promote a reorientation in educational issues and the technical and financial support. To do so, intervene with municipal and state network schools in northeastern Brazil, guided by interlocution with the historical-cultural principles and collaborative-critical action research. Five (05) schools were accompanied weekly, where are enrolled students with severe disabilities. From the work with these students was possible to reflect about the procedures used in school, thinking how Assistive Technology resources reach there and what is your importance to ensure an adequate evaluation process. The following results are evident: only official policies are not able to delineate the work in schools, to modify the evaluation process, it is necessary to put them in motion, in discursive practices, in the actions, helping the school to become effectively as inclusion space. In schools there was any kind of adaptation to the evaluation process; students with disabilities did not participate of the evaluation; schools did not know TA resources; students with severe disabilities are not attended in their specificities in schools; the teachers in these schools understand the evaluation as a static and linear process; collaborative work can be an alternative to modify the actions at school. Lastly, the technology can be of service to the school, promoting the learning of these students. Nowadays, the educator must be prepared for the challenge of working in diversity producing new potential. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-04-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Documento Avaliado por Pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/9199 10.18675/1981-8106.vol25.n48.p150-167 |
url |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/9199 |
identifier_str_mv |
10.18675/1981-8106.vol25.n48.p150-167 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/9199/6658 https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/9199/10198 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2015 EDUCAÇÃO: Teoria e Prática info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2015 EDUCAÇÃO: Teoria e Prática |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/zip |
dc.publisher.none.fl_str_mv |
Instituto de Biociências - Câmpus de Rio Claro - Unesp |
publisher.none.fl_str_mv |
Instituto de Biociências - Câmpus de Rio Claro - Unesp |
dc.source.none.fl_str_mv |
Educação: Teoria e Prática; Vol. 25 No. 48 (2015); 150-167 Educação: Teoria e Prática; Vol. 25 Núm. 48 (2015); 150-167 Educação: Teoria e Prática; v. 25 n. 48 (2015); 150-167 1981-8106 reponame:EDUCAÇÃO: Teoria e Prática instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
EDUCAÇÃO: Teoria e Prática |
collection |
EDUCAÇÃO: Teoria e Prática |
repository.name.fl_str_mv |
EDUCAÇÃO: Teoria e Prática - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
rc.ramos@unesp.br || reveduca@rc.unesp.br |
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1800215812055760896 |