O uso da tecnologia assistiva no processo de inclusão escolar de alunos com deficiência

Abstract

This monographic work, entitled "The Use of Assistive Technology in the Process of School Inclusion of Students with Disabilities", is the result of a research guided by the qualitative research approach, which had as an instrument the application of a questionnaire through the Microsoft Forms platform, performed online. The study had the participation of education professionals from a municipal school of Caicó/RN, recognized by the community as an inclusive institution. The research aimed at: identifying assistive technology resources and services which are used in pedagogical practices to meet the specificities of students with disabilities, aiming at the accomplishment of their school inclusion; understanding how assistive technology is being used at the regular school which works under the inclusive education perspective; and describing the contributions of assistive technology for learning and the integral development of people with disabilities in their schooling process. Bibliographically, the work is based on Bersch (2013a); Brasil (2015a); Figueiredo (2013); Galvão Filho (2009); Gil (2002); Lima (2006); Manzini (2006); Medeiros (2019); Vigotsky (1997); among others. The results revealed that teachers use access ramps to sidewalks and buildings; manual magnifiers; boards; adaptations of materials, adapted pedagogical games, magnifiers, screen magnifier, wheelchair, adapts pencils, prostheses, among other AT resources in their pedagogical practices. As for the contributions of AT to the learning and development of people with disabilities, the importance of its use in an inclusive educational environment was addressed, so as to provide students with disabilities the opportunity to develop their skills and competences by means of an active participation in the process of building knowledge and autonomous participation in the school environment and in society. Through the ideas presented here we hope to contribute to raise important reflections on AT, leading to the improvement of pedagogical practices developed for people with disabilities in inclusive educational settings.