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 |
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| author | KANASHIRO, Mônia Daniela Dotta Martins SEABRA JUNIOR, Manoel Osmar |
| author_facet | KANASHIRO, Mônia Daniela Dotta Martins SEABRA JUNIOR, Manoel Osmar |
| author_sort | KANASHIRO, Mônia Daniela Dotta Martins |
| collection | Repositorio |
| description | 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. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO72915 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2018 |
| publisher | Faculdade de Filosofia e Ciências |
| record_format | greenstone |
| spelling | clacso-CLACSO729152022-03-21T17:58:54Z Educational technology as a resource for literacy of children with autism spectrum disorder Tecnologia educacional como recurso para a alfabetização da criança com transtorno do espectro autista KANASHIRO, Mônia Daniela Dotta Martins SEABRA JUNIOR, Manoel Osmar Tecnologia Educacional Educação Especial Prática Pedagógica Autismo Alfabetização Educational Technology Special education Pedagogical Practice Autism Literacy 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. Este artigo apresenta o resultado de investigação realizado durante a disciplina de mestrado “Metodologias em Educação Especial com ênfase na Análise de Recursos de Tecnologia Assistiva em Ambientes Inclusivos” com o relato de experiência de observação e participação da autora na aplicação da Tecnologia Educacional “Jornada das Letras” a uma aluna com Transtorno do Espectro Autista (TEA), matriculada no segundo ano do Ensino Fundamental de uma escola pública do interior de São Paulo. A pesquisa teve como objetivo verificar de que forma este software poderia auxiliar a aluna na aquisição da escrita, uma vez que, diferentemente dos demais estudantes da sala em que está incluída, ela ainda não alcançou a hipótese da escrita alfabética. O estudo justifica-se pela necessidade de buscar soluções que possam potencializar o processo de alfabetização das crianças com TEA mediante as complexidades do transtorno, buscando garantir a aquisição da escrita na idade exigida pelas diretrizes nacionais. Como base teórica para o estudo, foi realizada revisão de literatura com vistas a verificar: estudos relacionados ao uso de tecnologias digitais na educação, as orientações das diretrizes nacionais quanto a idade exigida para a alfabetização e as especificidades da alfabetização no aluno com TEA. A metodologia empregada para a investigação pautou-se na abordagem qualitativa, descritiva com observação participante e intervenção com a aplicação da tecnologia educacional. Posteriormente à, uma sondagem foi realizada, revelando evolução na hipótese da escrita, porém, constatou-se que, o jogo, sozinho não é capaz de alfabetizar, e que a estratégia de intervenção da professora/pesquisadora teve papel fundamental no êxito da aprendizagem. 2018-12-21 2022-03-21T17:58:54Z 2022-03-21T17:58:54Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8773 10.36311/2358-8845.2018.v5n2.08.p101 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/72915 por https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8773/5667 Copyright (c) 2018 REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIAL application/pdf Faculdade de Filosofia e Ciências REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIAL; v. 5 n. 2 (2018); 101-120 2358-8845 |
| spellingShingle | Tecnologia Educacional Educação Especial Prática Pedagógica Autismo Alfabetização Educational Technology Special education Pedagogical Practice Autism Literacy KANASHIRO, Mônia Daniela Dotta Martins SEABRA JUNIOR, Manoel Osmar Educational technology as a resource for literacy of children with autism spectrum disorder |
| title | Educational technology as a resource for literacy of children with autism spectrum disorder |
| title_full | Educational technology as a resource for literacy of children with autism spectrum disorder |
| title_fullStr | Educational technology as a resource for literacy of children with autism spectrum disorder |
| title_full_unstemmed | Educational technology as a resource for literacy of children with autism spectrum disorder |
| title_short | Educational technology as a resource for literacy of children with autism spectrum disorder |
| title_sort | educational technology as a resource for literacy of children with autism spectrum disorder |
| topic | Tecnologia Educacional Educação Especial Prática Pedagógica Autismo Alfabetização Educational Technology Special education Pedagogical Practice Autism Literacy |
| url | https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8773 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/72915 |