Banca de DEFESA: MARLI DE FÁTIMA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARLI DE FÁTIMA DA SILVA
DATA : 30/09/2024
HORA: 09:00
LOCAL: https://meet.google.com/vjj-zbuw-vty
TÍTULO:

THE USE OF ASSISTIVE TECHNOLOGY IN CARE FOR CHILDREN WITH ASD: PERCEPTIONS OF TEACHERS IN THE MULTIFUNCTIONAL RESOURCE ROOM OF EARLY CHILDHOOD EDUCATION.

PALAVRAS-CHAVES:

Early Childhood Education; Autism Spectrum Disorder; Assistive Technology; Teaching and Learning.

PÁGINAS: 150
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The research aimed to investigate the potential of mobile applications as a pedagogical tool for developing the learning of students with non-verbal Autism Spectrum Disorder (ASD). The study analyzed the use of Assistive Technology (AT) in the Multifunctional Resource Room during Early Childhood Education, focusing on serving children with ASD. AT encompasses a set of products, services, techniques and methods that help improve the functional skills of people with disabilities, promoting inclusion and a more autonomous life. ASD is characterized by impairments in social interaction and communication, in addition to restricted and repetitive behaviors, interests and activities, whose manifestations vary according to the development and age of the individual. A comprehensive review of the literature on the use of AT and mobile applications in the education of children with ASD was carried out. This review provided the theoretical basis necessary to understand the current state of pedagogical practices used by teachers of Specialized Educational Services (AEE) in early childhood education, verifying the difficulties and challenges faced by teachers in Teaching-Learning and in the development of communication of children with non-verbal ASD. In this context, the research raised the following question: Can mobile applications be used as technological resources in pedagogical activities in early childhood education and can they assist in the communication and development of learning of non-verbal children with ASD? The methodology adopted was qualitative descriptive, with the participation of five teachers from the Multifunctional Resource Room (SRM) of the AEE in early childhood education. Data were collected through semi-structured interviews and analyzed based on thematic axes. The results indicated that the teachers are knowledgeable about assistive technology, and some use it in their pedagogical practices and integrate mobile technologies in the teaching and communication of these children. The educators realized that mobile applications offer new forms of engagement and interaction adapted to the individual needs of the students. In addition, the teachers participated in the evaluation of the pedagogical notebook, presented in a mini-course of continuing education in the school environment, covering concepts of AT and its application in classes with children with ASD, as well as legislation related to special education. The teachers considered the pedagogical notebook an important tool for adapting pedagogical activities to the needs of students with ASD. The evaluation of the pedagogical notebook also revealed that its use stimulated critical reflection among the teachers, encouraging them to improve their pedagogical practices based on the theories studied. This integration between theory and practice was seen as one of the main strengths of the notebook, facilitating not only the adaptation of content for students with ASD, but also the ongoing training of teachers.

MEMBROS DA BANCA:
Presidente - 253581001 - SUMAYA FERREIRA GUEDES
Interna - 94289008 - CHIARA MARIA SEIDEL LUCIANO DIAS
Interno - 95937004 - ROBSON ALEX FERREIRA
Externa à Instituição - VALQUIRIA PERASSOLO - SEDUC