Formação de professores de educação física para inclusão educacional usando tecnologia assistiva

• Autor(a) principal: Toloi, Gabriela Gallucci [UNESP]
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/123890; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/08-06-2015/000832158.pdf
• topic: Professores - Formação; Educação inclusiva; Educação especial; Educação - Estudo e ensino; Equipamentos de autoajuda para deficientes; Inclusive education

The Physical Education classes, by being constituted with a great diversity of programmatic context that belonging to the area, make the teacher feel the need to establish teaching strategies and select pedagogical resources suitable and/or adaptable activities that students can be able to perform the various activities proposed. However, the normal teaching sequence during classes doesn't seem to be as smooth as usual when a teacher faces students with some kind of disability, especially in a regular school. This situation is often linked to lack of knowledge on how to handle these special students, in other words, the proper formation of the teachers is a factor that seems to be a problem already encountered, which means that teachers need a deeper knowledge on how to handle, teach and choose activities for this population. In this sense, the goal of this research was to plan, implement and evaluate a training program for Physical Education Teachers having focused the inclusive education of students with disabilities through access of Assistive Technology. This research was divided in four studies: a) Study 1, sought to identify the difficulties mentioned by the Physical Education Teachers while working with students with disabilities, and the instrument used to collected the data was a focus group (FG) with the Physical Education Teachers in the city of Bauru; b) Study 2, pursue to characterize the context of Physical Education classes, evaluating a practice of one PE teacher and also his actions dealing with a inclusion; to record the data the instrument used was a videotaped; c) Study 3, was structured in planning and executing the theoretical classes for the PE teachers focusing on actions concerning the difficulties named and found during the FG; to collect the data an instrument was developed using the Likert scale to self-analyze their knowledge before and after classes; d) Study 4, seek to analyze an intervention based on a...