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Orientador(es)
Resumo(s)
As Tecnologias de Informação e Comunicação (TIC) têm sido utilizadas no processo de ensino e aprendizagem de crianças/alunos com Necessidades Educativas Especiais nomeadamente com Paralisia Cerebral (PC), com o intuito de potenciar a comunicação e a aprendizagem. O presente trabalho teve como objetivo verificar de que forma as TIC podem ser um contributo para o desenvolvimento da comunicação e aprendizagem em alunos com PC.
Com uma metodologia mista (quantitativa e qualitativa), em que aplicámos um questionário a quarenta e seis professores e observámos dois alunos com PC em intervenções com recurso às TIC, foi possível concluir, em geral, que a maioria dos professores inquiridos recorre às TIC com frequência na sua prática pedagógica, concordam com o facto de estas contribuírem para a aquisição de aprendizagens, potenciarem o desenvolvimento da comunicação e facilitarem o processo de inclusão dos alunos com PC.
Os dois alunos observados manifestaram-se mais motivados quando realizavam as atividades no computador, demonstrando maior autonomia no desempenho das tarefas. O computador assumiu também um papel relevante no desenvolvimento das capacidades psicomotoras.
Information and Communication Technologies have been used with students with cerebral palsy in order to develop their communication and learning processes. In this sense, this study was conducted in order to verify how Information and Communication Technologies can be a contribution to the promotion of communication and learning of students with cerebral palsy. With a mixed methodology (quantitative and qualitative), forty-six teachers were submitted to a questionnaire and two students with cerebral palsy were observed using Information and Communication Technologies. It was concluded, in general, that the majority of surveyed teachers use Information and Communication Technologies very often in their daily activity; they agree that technologies contribute to learning as well as that they potentiate the development of communication and facilitate the inclusion of students with Cerebral Palsy. The two observed students seemed to be more motivated when performing activities on the computer, showing greater autonomy in the tasks. Communication technologies also assumed an important role in the development of psychomotor skills
Information and Communication Technologies have been used with students with cerebral palsy in order to develop their communication and learning processes. In this sense, this study was conducted in order to verify how Information and Communication Technologies can be a contribution to the promotion of communication and learning of students with cerebral palsy. With a mixed methodology (quantitative and qualitative), forty-six teachers were submitted to a questionnaire and two students with cerebral palsy were observed using Information and Communication Technologies. It was concluded, in general, that the majority of surveyed teachers use Information and Communication Technologies very often in their daily activity; they agree that technologies contribute to learning as well as that they potentiate the development of communication and facilitate the inclusion of students with Cerebral Palsy. The two observed students seemed to be more motivated when performing activities on the computer, showing greater autonomy in the tasks. Communication technologies also assumed an important role in the development of psychomotor skills
Descrição
Palavras-chave
Educação inclusiva Paralisia cerebral Tecnologias de informação e comunicação Comunicação Aprendizagem Inclusive education Cerebral Palsy Information technology and communication Communication Learning
Contexto Educativo
Citação
OLIVEIRA, Sílvia; RIBEIRO, Célia; MARTINS, Catarina - Stress e burnout em professores da educação especial. Gestão e Desenvolvimento. Viseu. ISSN 0872-556X. Nº 23 (2015), p. 213-239.
Editora
Universidade Católica Portuguesa,