Biblioteca Digital de VanguardiaEducational technology as a resource for literacy of children with autism spectrum disorder
This article presents the results of research carried out during the master's course "Methodologies in Special Education with an emphasis on Assistive Technology Resources Analysis in Inclusive Environments" with the report of experience of observation and participation of the author...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Faculdade de Filosofia e Ciências
2018
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| Acceso en línea: | https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8773 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/72915 |
| Sumario: | This article presents the results of research carried out during the master's course "Methodologies in Special Education with an emphasis on Assistive Technology Resources Analysis in Inclusive Environments" with the report of experience of observation and participation of the author in the application of Educational Technology "Jornada das Letras" to a student with Autism Spectrum Disorder (ASD), enrolled in the second year of Elementary School in a public school in the interior of Sao Paulo. The research had as objective to verify how this software could help the student in the acquisition of writing, since, unlike the other students of the room in which it is included, she has not yet reached the hypothesis of alphabetic writing. The study is justified by the need to search for solutions that could enhance the literacy process of children with ASD through the complexities of the disorder, seeking to ensure the acquisition of writing at the age required by the national guidelines. As a theoretical basis for the study, a literature review was carried out to verify: studies related to the use of digital technologies in education, guidelines of the national guidelines regarding the age required for literacy and the specificities of student literacy with ASD. The methodology used for the research was based on the qualitative, descriptive approach with participant observation and intervention with the application of educational technology. After the application of the program, a survey was carried out, revealing evolution in the hypothesis of writing, however, it was verified that, the game alone is not able to alphabetize, and that the intervention strategy of the teacher / researcher played a fundamental role in the success of learning. |
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