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Advisor(s)
Abstract(s)
Este projeto teve como objetivos a elaboração e aplicação de um Kit de tecnologias de apoio à comunicação com alunos com multideficiência e verificar o impacto que este recurso poderia ter nas práticas educativas de professores de Unidades de Apoio Especializado à Educação de Alunos com Multideficiência.
A realização do presente estudo definiu-se como sendo um projeto de investigação-ação, que seguiu os seguintes passos: i) Revisão de literatura e identificação do problema; ii) Caracterização da situação educativa e confronto com a problemática identificada na literatura revisitada; iii) Elaboração e aplicação de um Kit básico de TAC para crianças com MD e iv) Avaliação da aplicação do Kit.
Este projeto contou com a participação de seis Unidades de Apoio Especializado à Educação de Alunos com Multideficiência pertencentes à Direção de Serviços da Região de Lisboa e Vale do Tejo do Ministério da Educação, 14 professores e 21 alunos com idades compreendidas entre os seis e os 16 anos.
O Kit elaborado foi ao encontro das necessidades de informação quer na área de multideficiência, quer na área das tecnologias de apoio à comunicação. Os resultados da avaliação da implementação do Kit sugerem que as estratégias apresentadas para os primeiros dois níveis comunicativos não foram suficientemente concretas e permanece a necessidade de informação e apoio para os docentes. Para um aluno dos 21 alunos participantes, o Kit não foi considerado adequado ao aluno e, para quatro alunos nos primeiros níveis do desenvolvimento comunicativo, os docentes consideraram que o Kit não apresentava propostas diferentes do que já era trabalhado com esses alunos. A implementação deste recurso aumentou a utilização das tecnologias de apoio à comunicação junto dos alunos com multideficiência.
ABSTRACT This project intended to develop and implement an assistive technology for communication toolkit for pupils with profound, intellectual and multiple disabilities and to verify the impact that such a resource could have on the educational practice of teachers in support of these students. The completion of this intervention project was defined as a research-action project, which involved the following steps: i) Literature review and identification of the problem; ii) Characterization of the educational situation and confronting the problems identified in the literature revisited; iii) Development and implementation of an assistive technology for communication basic toolkit for children with profound, intellectual and multiple disabilities; and iv) Evaluation of the implementation of the toolkit. This project included the participation of six support units to students with profound, intellectual and multiple disabilities classes belonging to the Services Directorate of the Region of Lisbon and Vale do Tejo of the Ministry of Education, 14 teachers and 21 pupils aged between 6 and 16 years. The toolkit was designed to meet the information needs of teachers on the subject of profound, intellectual and multiple disabilities and on the subject of assistive technologies for communication. The results of the implementation of the toolkit suggest that the strategies presented for the first two communicative levels were not sufficiently concrete and the need for further support for teachers remains. The toolkit was considered inadequate for one pupil in 21 pupils and teachers considered that for four pupils in the first levels of communication the toolkit did not present strategies that were different from the ones they used. The implementation of this resource increased the use of assistive technologies for communication with pupils with profound, intellectual and multiple disabilities.
ABSTRACT This project intended to develop and implement an assistive technology for communication toolkit for pupils with profound, intellectual and multiple disabilities and to verify the impact that such a resource could have on the educational practice of teachers in support of these students. The completion of this intervention project was defined as a research-action project, which involved the following steps: i) Literature review and identification of the problem; ii) Characterization of the educational situation and confronting the problems identified in the literature revisited; iii) Development and implementation of an assistive technology for communication basic toolkit for children with profound, intellectual and multiple disabilities; and iv) Evaluation of the implementation of the toolkit. This project included the participation of six support units to students with profound, intellectual and multiple disabilities classes belonging to the Services Directorate of the Region of Lisbon and Vale do Tejo of the Ministry of Education, 14 teachers and 21 pupils aged between 6 and 16 years. The toolkit was designed to meet the information needs of teachers on the subject of profound, intellectual and multiple disabilities and on the subject of assistive technologies for communication. The results of the implementation of the toolkit suggest that the strategies presented for the first two communicative levels were not sufficiently concrete and the need for further support for teachers remains. The toolkit was considered inadequate for one pupil in 21 pupils and teachers considered that for four pupils in the first levels of communication the toolkit did not present strategies that were different from the ones they used. The implementation of this resource increased the use of assistive technologies for communication with pupils with profound, intellectual and multiple disabilities.
Description
Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Educação Especial - Especialidade Problemas de Cognição e Multideficiência
Keywords
Kit Multideficiência Tecnologias de apoio à comunicação Toolki Profound intellectual and multiple disabilities Assistive technology for communication
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa