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A importância da utilização de recursos educativos digitais na aquisição da competência de comunicação de crianças com necessidades educativas especiais
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| 1.04 MB | Adobe PDF |
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Abstract(s)
A presente dissertação de mestrado tem como tema central a promoção da inclusão escolar de alunos com Necessidades Educativas Especiais (NEE), com especial enfoque na comunicação como elemento-chave no processo de aprendizagem e participação desses alunos. Reconhecendo que muitas das barreiras à inclusão estão relacionadas à dificuldade de expressão e interação, a presente investigação centra-se na Comunicação Aumentativa e Alternativa (CAA) como estratégia essencial para suprir ou complementar a comunicação oral de alunos com NEE. Através da análise do papel dos Recursos Educativos Digitais (RED) no apoio à comunicação, procuramos explorar como esses recursos — que vão desde softwares especializados como o Grid 3 e o Boardmaker até diversas aplicações móveis — podem ser utilizadas de forma pedagógica e funcional para estimular a autonomia, a expressão de vontades, a interação social e o acesso ao currículo por parte dos alunos com limitações comunicativas. A pesquisa, de natureza qualitativa, tem como base um estudo de caso com uma criança que frequenta a educação pré-escolar num infantário do norte de Portugal, ao abrigo das medidas seletivas consagradas no Decreto-Lei 54/2018. Além do aluno, a investigação envolveu outros intervenientes com papel de relevo no percurso educativo da criança (professores, terapeutas e encarregado de educação), permitindo uma análise aprofundada sobre as práticas, perceções e resultados associados à implementação da CAA em contexto escolar. Foram estudadas as condições facilitadoras, os entraves e os efeitos observáveis no desenvolvimento do aluno, tanto do ponto de vista comunicacional quanto relacional e educativo. Após a recolha e análise de dados foi-nos possível concluir que os Recursos Educativos Digitais de Comunicação Aumentativa e Alternativa são eficazes na melhoria da comunicação de crianças com Necessidades Educativas Especiais, promovendo a sua autonomia, motivação, participação e integração. A integração bem-sucedida destes recursos exige planeamento pedagógico, cooperação entre os intervenientes e investimento em formação contínua.
This master’s dissertation focuses on promoting the school inclusion of pupils with Special Educational Needs (SEN), with particular emphasis on communication as a key element in their learning and participation processes. Recognising that many barriers to inclusion are linked to difficulties in expression and interaction, this research centres on Augmentative and Alternative Communication (AAC) as an essential strategy to support or complement the oral communication of pupils with SEN. Through an analysis of the role of Digital Educational Resources (DER) in supporting communication, the study aims to explore how these tools — ranging from specialised software such as Grid 3 and Boardmaker to various mobile applications — could be used in pedagogical and functional ways to increase autonomy, expression of intent, social interaction, and access to the curriculum for students with communication limitations. This qualitative research is based on a case study involving a child attending preschool education in a kindergarten located in northern Portugal, under the selective measures set out in Portuguese Decree-Law 54/2018. In addition to the child, the investigation involved other key participants in the child’s educational journey (teachers, therapists, and the parent/guardian), allowing for an in-depth analysis of the practices, perceptions, and outcomes associated with the implementation of AAC in a school context. The study examined facilitating conditions, barriers, and observable effects on the child's development, both in terms of communication and relational and educational growth. Based on the data collected and analysed, the study concludes that Digital Educational Resources for AAC are effective in improving the communication of children with SEN, enhancing their autonomy, motivation, participation, and inclusion. Successful integration of these resources requires pedagogical planning, collaboration among stakeholders, and investment in continuous training.
This master’s dissertation focuses on promoting the school inclusion of pupils with Special Educational Needs (SEN), with particular emphasis on communication as a key element in their learning and participation processes. Recognising that many barriers to inclusion are linked to difficulties in expression and interaction, this research centres on Augmentative and Alternative Communication (AAC) as an essential strategy to support or complement the oral communication of pupils with SEN. Through an analysis of the role of Digital Educational Resources (DER) in supporting communication, the study aims to explore how these tools — ranging from specialised software such as Grid 3 and Boardmaker to various mobile applications — could be used in pedagogical and functional ways to increase autonomy, expression of intent, social interaction, and access to the curriculum for students with communication limitations. This qualitative research is based on a case study involving a child attending preschool education in a kindergarten located in northern Portugal, under the selective measures set out in Portuguese Decree-Law 54/2018. In addition to the child, the investigation involved other key participants in the child’s educational journey (teachers, therapists, and the parent/guardian), allowing for an in-depth analysis of the practices, perceptions, and outcomes associated with the implementation of AAC in a school context. The study examined facilitating conditions, barriers, and observable effects on the child's development, both in terms of communication and relational and educational growth. Based on the data collected and analysed, the study concludes that Digital Educational Resources for AAC are effective in improving the communication of children with SEN, enhancing their autonomy, motivation, participation, and inclusion. Successful integration of these resources requires pedagogical planning, collaboration among stakeholders, and investment in continuous training.
Description
Keywords
Inclusão Necessidades educativas especiais (NEE) Comunicação aumentativa e alternativa (CAA) Inclusion Special educational needs (SEN) Augmentative and alternative communication (AAC)
Pedagogical Context
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