Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades

Detalhes bibliográficos
Autor(a) principal: Rocha, Aila Narene Dahwache Criado [UNESP]
Data de Publicação: 2012
Outros Autores: Deliberato, Débora [UNESP]
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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spelling 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
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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
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dc.relation.none.fl_str_mv Revista Brasileira de Educação Especial
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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
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