O uso da tecnologia assistiva pelos alunos com deficiência no atendimento educacional especializado como ferramenta facilitadora da aprendizagem no ensino regular

Abstract

This work focuses on Assistive Technologies (ATs), their importance in Specialized Educational Assistance (SEA) for the school performance of students with disabilities and/or global developmental disorders in the regular classroom. School inclusion has been moving at a slow pace, and investigating each proposal, service, means or resource that points to a possibility of accelerating this process has become necessary, considering that ATs are resources and services that help students to develop skills, enabling the interaction with other students in the class, consequently promoting their inclusion in the school environment. Therefore, this work sought, through observation, in elementary schools of the public education network in the city of Parnaíba-PI, to know the reality of accessibility of students with disabilities at school, to find out about existing ATs in these institutions , as well as, through questionnaires applied to the managers, teachers of the regular room and those responsible for the SEA rooms, to certify the efficiency of the use of ATs in the SEA as a facilitating tool for the learning of students with disabilities in regular education. Prior to the field research, a bibliographic study was carried out on the subject in question for a deeper understanding of the subject addressed. In this sense, sources like Galvão Filho (2013), Kassar (2012), Mantoan (2011) and Pelosi (2008) were used. The results obtained through data collection were sufficient to confirm that accessibility and school inclusion, even being a right guaranteed by law, are still not part of the reality of students with disabilities. It was also possible to observe that many regular classroom teachers are not prepared to receive students with disabilities. There is an urgent need for public policies aimed at training teachers in the area of Special Education (SE), so that teachers from regular classrooms, together with those from SEA classes, can develop methodologies for students with Special Educational Needs (SEN) to develop skills necessary for satisfactory school performance. It is considered that for there to be a change in the educational scenario, it will be necessary for all those involved in education to take on the problem of non-inclusion at school, because it is believed that this will only begin to become a reality in educational institutions when the State, School and Family become aware that it is everyone’s responsibility to try to chart new paths in search of an inclusive school