Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/S1413-65382012000100006 http://hdl.handle.net/11449/117885 |
Resumo: | Studies about Assistive Technology have emphasized the need to integrate resources, services and strategies for inclusion and special education to foster the learning process and skill development of students with disabilities. The literature describes that the first step towards implementing assistive technology in schools should enable professionals to understand the situation involving the student in order to expand his or her participation in the teaching and learning process. This study aimed to identify the need for assistive technology services, resources and strategies for students with cerebral palsy in school. Two children with cerebral palsy and their teachers were selected. The data collection phase included three successive procedures: interviews with teachers, completing the identification protocol of the school routine and participant observation conducted in the classroom using filming and field diary. Based on the material gained from these three procedures, data triangulation was proposed, i.e., grouping information in a single document in order to establish categories of analysis. After preparing the material, the categories were assessed by judges from the field of knowledge. The results showed that after understanding the situation of the disabled student within the school context, it was possible to establish his or her skills and needs to indicate the appropriate assistive technology resources for the teacher's planning and thus provide proper teaching and learning for the children with disabilities. The study identified the need to establish specific procedures, an organized pedagogical plan and participation of health professionals as consultants on using assistive technology in school. |
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Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidadesAssistive technology for children with cerebral palsy in school: identification of needsEducação EspecialParalisia CerebralTecnologia AssistivaRecursosEducação infantilSpecial EducationCerebral PalsyAssistive TechnologyResourcesPre-school EducationStudies about Assistive Technology have emphasized the need to integrate resources, services and strategies for inclusion and special education to foster the learning process and skill development of students with disabilities. The literature describes that the first step towards implementing assistive technology in schools should enable professionals to understand the situation involving the student in order to expand his or her participation in the teaching and learning process. This study aimed to identify the need for assistive technology services, resources and strategies for students with cerebral palsy in school. Two children with cerebral palsy and their teachers were selected. The data collection phase included three successive procedures: interviews with teachers, completing the identification protocol of the school routine and participant observation conducted in the classroom using filming and field diary. Based on the material gained from these three procedures, data triangulation was proposed, i.e., grouping information in a single document in order to establish categories of analysis. After preparing the material, the categories were assessed by judges from the field of knowledge. The results showed that after understanding the situation of the disabled student within the school context, it was possible to establish his or her skills and needs to indicate the appropriate assistive technology resources for the teacher's planning and thus provide proper teaching and learning for the children with disabilities. The study identified the need to establish specific procedures, an organized pedagogical plan and participation of health professionals as consultants on using assistive technology in school.Os estudos sobre Tecnologia Assistiva enfatizaram a necessidade de inserir recursos, serviços e estratégias na educação especial e inclusiva para colaborar com o processo de aprendizagem de alunos com deficiências. A literatura descreveu que a primeira etapa para a implementação da tecnologia assistiva na escola deve permitir entender a situação que envolve o aluno a fim de ampliar a sua participação no processo de ensino e aprendizagem. Este estudo teve como objetivo identificar as necessidades de serviços, recursos e estratégias de tecnologia assistiva para o aluno com paralisia cerebral na escola. Foram selecionadas duas crianças com paralisia cerebral e seus professores. A etapa da coleta de dados contou com três procedimentos sucessivos: entrevista com os professores, preenchimento do protocolo de identificação da rotina escolar e observação dos participantes em sala de aula realizada através de filmagens e diário de campo. A partir dos três procedimentos, foi proposta a triangulação de dados, ou seja, agrupamento das informações obtidas em um único documento para o estabelecimento das categorias de análises. Após elaboração do material, as categorias foram apreciadas por juízes da área. Os resultados demonstraram que após entender a situação do aluno com deficiência no contexto escolar foi possível estabelecer as suas habilidades e necessidades para indicar os recursos de Tecnologia Assistiva adequados ao planejamento do professor e propiciar a aprendizagem da criança com deficiência. O estudo identificou a necessidade de estabelecer procedimentos específicos, um planejamento pedagógico organizado e a participação de profissionais da saúde para o uso da tecnologia assistiva na escola.Unesp Departamento de Educação EspecialUnesp Departamento de Educação EspecialAssociação Brasileira de Pesquisadores em Educação Especial - ABPEEUniversidade Estadual Paulista (Unesp)Rocha, Aila Narene Dahwache Criado [UNESP]Deliberato, Débora [UNESP]2015-03-19T16:20:26Z2015-03-19T16:20:26Z2012-03-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article71-92application/pdfhttp://dx.doi.org/10.1590/S1413-65382012000100006Revista Brasileira de Educação Especial. Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 18, n. 1, p. 71-92, 2012.1413-6538http://hdl.handle.net/11449/11788510.1590/S1413-65382012000100006S1413-65382012000100006S1413-65382012000100006.pdf5154063375333536SciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporRevista Brasileira de Educação Especial0,197info:eu-repo/semantics/openAccess2024-08-08T20:28:53Zoai:repositorio.unesp.br:11449/117885Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-08T20:28:53Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades Assistive technology for children with cerebral palsy in school: identification of needs |
title |
Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades |
spellingShingle |
Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades Rocha, Aila Narene Dahwache Criado [UNESP] Educação Especial Paralisia Cerebral Tecnologia Assistiva Recursos Educação infantil Special Education Cerebral Palsy Assistive Technology Resources Pre-school Education |
title_short |
Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades |
title_full |
Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades |
title_fullStr |
Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades |
title_full_unstemmed |
Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades |
title_sort |
Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades |
author |
Rocha, Aila Narene Dahwache Criado [UNESP] |
author_facet |
Rocha, Aila Narene Dahwache Criado [UNESP] Deliberato, Débora [UNESP] |
author_role |
author |
author2 |
Deliberato, Débora [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Rocha, Aila Narene Dahwache Criado [UNESP] Deliberato, Débora [UNESP] |
dc.subject.por.fl_str_mv |
Educação Especial Paralisia Cerebral Tecnologia Assistiva Recursos Educação infantil Special Education Cerebral Palsy Assistive Technology Resources Pre-school Education |
topic |
Educação Especial Paralisia Cerebral Tecnologia Assistiva Recursos Educação infantil Special Education Cerebral Palsy Assistive Technology Resources Pre-school Education |
description |
Studies about Assistive Technology have emphasized the need to integrate resources, services and strategies for inclusion and special education to foster the learning process and skill development of students with disabilities. The literature describes that the first step towards implementing assistive technology in schools should enable professionals to understand the situation involving the student in order to expand his or her participation in the teaching and learning process. This study aimed to identify the need for assistive technology services, resources and strategies for students with cerebral palsy in school. Two children with cerebral palsy and their teachers were selected. The data collection phase included three successive procedures: interviews with teachers, completing the identification protocol of the school routine and participant observation conducted in the classroom using filming and field diary. Based on the material gained from these three procedures, data triangulation was proposed, i.e., grouping information in a single document in order to establish categories of analysis. After preparing the material, the categories were assessed by judges from the field of knowledge. The results showed that after understanding the situation of the disabled student within the school context, it was possible to establish his or her skills and needs to indicate the appropriate assistive technology resources for the teacher's planning and thus provide proper teaching and learning for the children with disabilities. The study identified the need to establish specific procedures, an organized pedagogical plan and participation of health professionals as consultants on using assistive technology in school. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-03-01 2015-03-19T16:20:26Z 2015-03-19T16:20:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/S1413-65382012000100006 Revista Brasileira de Educação Especial. Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 18, n. 1, p. 71-92, 2012. 1413-6538 http://hdl.handle.net/11449/117885 10.1590/S1413-65382012000100006 S1413-65382012000100006 S1413-65382012000100006.pdf 5154063375333536 |
url |
http://dx.doi.org/10.1590/S1413-65382012000100006 http://hdl.handle.net/11449/117885 |
identifier_str_mv |
Revista Brasileira de Educação Especial. Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 18, n. 1, p. 71-92, 2012. 1413-6538 10.1590/S1413-65382012000100006 S1413-65382012000100006 S1413-65382012000100006.pdf 5154063375333536 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Revista Brasileira de Educação Especial 0,197 |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.format.none.fl_str_mv |
71-92 application/pdf |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Pesquisadores em Educação Especial - ABPEE |
publisher.none.fl_str_mv |
Associação Brasileira de Pesquisadores em Educação Especial - ABPEE |
dc.source.none.fl_str_mv |
SciELO reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
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Universidade Estadual Paulista (UNESP) |
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UNESP |
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UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
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