A tecnologia assistiva como recurso à inclusão escolar de crianças com paralisia cerebral

Detalhes bibliográficos
Ano de defesa: 2009
Autor(a) principal: Alves, Ana Cristina de Jesus
Orientador(a): Matsukura, Thelma Simões
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de São Carlos
Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
Departamento: Não Informado pela instituição
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://repositorio.ufscar.br/handle/ufscar/3010
Resumo: The child s school life with major motor involvement at ordinary school has been discussed together with the possible strategies that can collaborate to the participation and learning of this student. One of the indicated strategies has been the use of assistive technology resources to benefit the performance of the pedagogical tasks and, consequently, help the child s apprenticeship. The literature of this field points the necessity of characterization through scientific studies the assistive technology contributions in the writing and communication tasks inside the classroom. The objective of this study was to identify the effects in assistive technology use in the context of the cerebral palsy student from his perception, his teachers and his tutor. The participants were five students with cerebral palsy, motor levels IV and V according to the Gross Motor Function Classification System for Cerebral Palsy - GMFCS, from ordinary fundamental school for cerebral palsy, users of assistive technology resource in communication and writing school tasks. The teacher and the main tutor of each student were also participants. The instruments used to collect data were the GMFCS, used to classify the motor level of the participants and semi structured interviews realized with the students, teachers and tutors. The data were analyzed starting with the technique of Discourse of the Collective Subject. The study revealed that the children, teachers and tutors who participated recognized the assistive technology resources as an auxiliary resource in production, participation and, consequently benefit the process of these students school life. Notwithstanding, the participants pointed some restrictions brought by the resource and its own context that the use of school inclusion is being realized.
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spelling Alves, Ana Cristina de JesusMatsukura, Thelma Simõeshttp://lattes.cnpq.br/22972323722015412016-06-02T19:46:04Z2009-07-212016-06-02T19:46:04Z2009-03-13ALVES, Ana Cristina de Jesus. THE TECHNOLOGY ASSISTIVE AS RESOURCE TO SCHOOL INCLUSION OF CHILDREN WITH CEREBRAL PALSY. 2009. 169 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.https://repositorio.ufscar.br/handle/ufscar/3010The child s school life with major motor involvement at ordinary school has been discussed together with the possible strategies that can collaborate to the participation and learning of this student. One of the indicated strategies has been the use of assistive technology resources to benefit the performance of the pedagogical tasks and, consequently, help the child s apprenticeship. The literature of this field points the necessity of characterization through scientific studies the assistive technology contributions in the writing and communication tasks inside the classroom. The objective of this study was to identify the effects in assistive technology use in the context of the cerebral palsy student from his perception, his teachers and his tutor. The participants were five students with cerebral palsy, motor levels IV and V according to the Gross Motor Function Classification System for Cerebral Palsy - GMFCS, from ordinary fundamental school for cerebral palsy, users of assistive technology resource in communication and writing school tasks. The teacher and the main tutor of each student were also participants. The instruments used to collect data were the GMFCS, used to classify the motor level of the participants and semi structured interviews realized with the students, teachers and tutors. The data were analyzed starting with the technique of Discourse of the Collective Subject. The study revealed that the children, teachers and tutors who participated recognized the assistive technology resources as an auxiliary resource in production, participation and, consequently benefit the process of these students school life. Notwithstanding, the participants pointed some restrictions brought by the resource and its own context that the use of school inclusion is being realized.A escolarização da criança com maior comprometimento motor na escola comum tem sido discutida juntamente com as possíveis estratégias que possam colaborar para a participação e aprendizagem desse aluno. Uma das estratégias indicadas tem sido o uso de recursos de tecnologia assistiva para favorecer a execução das tarefas pedagógicas e, conseqüentemente, auxiliar a aprendizagem da criança. A literatura da área aponta a necessidade de caracterizar através de estudos científicos as contribuições da tecnologia assistiva nas atividades de escrita e comunicação dentro de sala de aula. O objetivo desse estudo foi identificar os efeitos do uso da tecnologia assistiva no contexto da escolarização do aluno com paralisia cerebral a partir de sua própria percepção, da percepção de seu professor e de seu cuidador. Os participantes foram cinco alunos do ensino fundamental de escola regular com paralisia cerebral nível motor IV e V segundo o Sistema de Classificação da Função Motora Grossa-GMFCS para paralisia cerebral, usuários de recurso de tecnologia assistiva em tarefas escolares de escrita e comunicação. Também foram participantes o professor e principal cuidador de cada aluno. Os instrumentos utilizados para a coleta dos dados foram o GMFCS utilizado para classificar o nível motor dos participantes e entrevistas semi-estruturas realizadas com os alunos, professores e cuidadores. Os dados foram analisados a partir da técnica do Discurso do Sujeito Coletivo. O estudo revelou que as crianças, professores e cuidadores participantes, reconheceram que os recursos de tecnologia assistiva como um recurso auxiliar à produção, à participação e que conseqüentemente favorecem o processo de escolarização de tais alunos. Não obstante, os participantes apontaram algumas limitações trazidas pelo recurso e pelo próprio contexto que a prática de inclusão escolar está sendo realizada.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBREducação especialTecnologia assistivaInclusão escolarParalisia cerebralDeficiência físicaAssistive technologyCerebral palsySchool inclusionSpecial educationCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALA tecnologia assistiva como recurso à inclusão escolar de crianças com paralisia cerebralTHE TECHNOLOGY ASSISTIVE AS RESOURCE TO SCHOOL INCLUSION OF CHILDREN WITH CEREBRAL PALSYinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL2362.pdfapplication/pdf921121https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/3010/1/2362.pdf05cc4de7517186c072ab76bc97cc3b0fMD51THUMBNAIL2362.pdf.jpg2362.pdf.jpgIM Thumbnailimage/jpeg8272https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/3010/2/2362.pdf.jpgb8982a1312cda686f6644deaabc24074MD52ufscar/30102019-09-11 02:19:34.745oai:repositorio.ufscar.br:ufscar/3010Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T12:46:41.684671Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv A tecnologia assistiva como recurso à inclusão escolar de crianças com paralisia cerebral
dc.title.alternative.eng.fl_str_mv THE TECHNOLOGY ASSISTIVE AS RESOURCE TO SCHOOL INCLUSION OF CHILDREN WITH CEREBRAL PALSY
title A tecnologia assistiva como recurso à inclusão escolar de crianças com paralisia cerebral
spellingShingle A tecnologia assistiva como recurso à inclusão escolar de crianças com paralisia cerebral
Alves, Ana Cristina de Jesus
Educação especial
Tecnologia assistiva
Inclusão escolar
Paralisia cerebral
Deficiência física
Assistive technology
Cerebral palsy
School inclusion
Special education
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
title_short A tecnologia assistiva como recurso à inclusão escolar de crianças com paralisia cerebral
title_full A tecnologia assistiva como recurso à inclusão escolar de crianças com paralisia cerebral
title_fullStr A tecnologia assistiva como recurso à inclusão escolar de crianças com paralisia cerebral
title_full_unstemmed A tecnologia assistiva como recurso à inclusão escolar de crianças com paralisia cerebral
title_sort A tecnologia assistiva como recurso à inclusão escolar de crianças com paralisia cerebral
author Alves, Ana Cristina de Jesus
author_facet Alves, Ana Cristina de Jesus
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/2297232372201541
dc.contributor.author.fl_str_mv Alves, Ana Cristina de Jesus
dc.contributor.advisor1.fl_str_mv Matsukura, Thelma Simões
contributor_str_mv Matsukura, Thelma Simões
dc.subject.por.fl_str_mv Educação especial
Tecnologia assistiva
Inclusão escolar
Paralisia cerebral
Deficiência física
topic Educação especial
Tecnologia assistiva
Inclusão escolar
Paralisia cerebral
Deficiência física
Assistive technology
Cerebral palsy
School inclusion
Special education
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
dc.subject.eng.fl_str_mv Assistive technology
Cerebral palsy
School inclusion
Special education
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
description The child s school life with major motor involvement at ordinary school has been discussed together with the possible strategies that can collaborate to the participation and learning of this student. One of the indicated strategies has been the use of assistive technology resources to benefit the performance of the pedagogical tasks and, consequently, help the child s apprenticeship. The literature of this field points the necessity of characterization through scientific studies the assistive technology contributions in the writing and communication tasks inside the classroom. The objective of this study was to identify the effects in assistive technology use in the context of the cerebral palsy student from his perception, his teachers and his tutor. The participants were five students with cerebral palsy, motor levels IV and V according to the Gross Motor Function Classification System for Cerebral Palsy - GMFCS, from ordinary fundamental school for cerebral palsy, users of assistive technology resource in communication and writing school tasks. The teacher and the main tutor of each student were also participants. The instruments used to collect data were the GMFCS, used to classify the motor level of the participants and semi structured interviews realized with the students, teachers and tutors. The data were analyzed starting with the technique of Discourse of the Collective Subject. The study revealed that the children, teachers and tutors who participated recognized the assistive technology resources as an auxiliary resource in production, participation and, consequently benefit the process of these students school life. Notwithstanding, the participants pointed some restrictions brought by the resource and its own context that the use of school inclusion is being realized.
publishDate 2009
dc.date.available.fl_str_mv 2009-07-21
2016-06-02T19:46:04Z
dc.date.issued.fl_str_mv 2009-03-13
dc.date.accessioned.fl_str_mv 2016-06-02T19:46:04Z
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dc.identifier.citation.fl_str_mv ALVES, Ana Cristina de Jesus. THE TECHNOLOGY ASSISTIVE AS RESOURCE TO SCHOOL INCLUSION OF CHILDREN WITH CEREBRAL PALSY. 2009. 169 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.
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identifier_str_mv ALVES, Ana Cristina de Jesus. THE TECHNOLOGY ASSISTIVE AS RESOURCE TO SCHOOL INCLUSION OF CHILDREN WITH CEREBRAL PALSY. 2009. 169 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.
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