Contribuições do uso de tecnologia digital no processo de aquisição da escrita de crianças com autismo

• Ano de defesa: 2023
• Autor(a) principal: Carvalho, Gabriela Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas; Programa de Pós-Graduação em Educação; UFPel; Brasil
• Palavras-chave em Português: Educação; Escrita; Tecnologia; Transtorno do Espectro Autista (TEA); Writing; Technology; Autism Spectrum Disorder (ASD); CIENCIAS HUMANAS; EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/xmlui/handle/prefix/14437

Writing is a way of transcribing language, that is, the representation of language. The limitations present in the communication of children with autism can be obstacles that hinder the literacy process. This disorder has as its main dysfunctions the areas of social interaction and communication, and appropriate methodologies are needed to expand these children's communicative skills and facilitate literacy, these elements being the basis for learning. Considering that the use of technology can be an important ally in this proposal, the aim of this work is to analyze the possible contributions of the use of literacy applications in the process of acquiring writing skills for students with autism. A quasi-experimental research was conducted, with a mixed qualitative and quantitative approach, involving measurements of the writing level of three children pre- and post-intervention, each in the respective conditions: intervention with the use of technology, intervention without the use of technology (traditional material) and without intervention. The participant with the traditional intervention was subsequently subjected to the technology intervention and, like the participant without the intervention, the follow-up measure. The participants were from the municipal public network of Pelotas/RS, all with a previous medical diagnosis of Autism Spectrum Disorder (ASD), verbal, with difficulties in the process of acquiring writing, without psycho pedagogical, speech therapy, tutoring or any other assistance. aimed at developing literacy. The results showed quantitative and qualitative improvements in the writing level of participants whose intervention involved technology compared to usual methodologies or without intervention.