Formação de professores atuantes em salas de recursos: identificação e uso de tecnologia assistiva

• Ano de defesa: 2017
• Autor(a) principal: Santos, Isabela Bagliotti
• Orientador(a): Toyoda, Cristina Yoshie
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Educação especial; Professores - Formação; Tecnologia assistiva; Salas de recursos
• Palavras-chave em Inglês: Special education; Teachers, Training of; Assistive technology; Resource rooms
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/10959

Currently, Special Education Target Public students attend regular schools, in a regular period of common classes; and in the opposite period in the Resource Rooms. Within them the content should be presented to the students in a more attractive and facilitating way. One way to make learning effective is to use Assistive Technology and its resources during class. Considering the importance of the same, the main objective of this work was to verify the training of resource room teachers for the use of Assistive Technology and also how they are using these resources during classes. The data were obtained through a research that investigated the training of 12 teachers working in Resource Rooms in a region in the interior of the state of São Paulo, if they are prepared to work with Assistive Technology resources, which Assistive Technology the rooms investigated have according to the opinion and perception of teachers and the use of Assistive Technology resources within the Resource Rooms. The data collection was performed through the semi-structured interview and also through the check-list performed to verify the Assistive Technology resources present in the Resource Rooms. The data analysis was based on the qualitative approach, considering the 12 participating teachers of the research as subjects of the same. All professors interviewed are graduates in Pedagogy, some postgraduates in Special Education, others in Psychopedagogy and Neurosciences. Although many reported that they had access to Assistive Technology content during graduation, some mentioned that they did not have access effectively; therefore, there is a loss in their understanding of what Assistive Technology is about, what resources they have in their Multifunctional Resource Room and also during their use. The checklist shows the amount of Assistive Technology resources and equipment present in the rooms investigated, demonstrating that many resources are repeated, such as domino games, and that others are also forgotten and not used by teachers.