Processo de formação para professores de sala de recurso multifuncionais sobre as tecnologias assistivas para alunos com necessidades educacionais especiais

Abstract

The educational politicsof children with Special Educational Needs (SEN)inclusion has promoted concerns facing the challenge of inclusion which go beyond the right of enrolment at an institution of regular education. The resources on the public network deployment are to contribute directly to the teaching process and student learning target public special education.This research is based on the following question: whereas the teacher who works at the SEN has demonstrated little knowledge of the Assistive Technology (AT) available in SEN, how a semipresential training course organization can contribute to improve the knowledge regarding AT?From this perspective, the objective is to examine how to develop a training program for teachers, specialists on TA, that are available under the SRM. Specifically, we intend to plan, develop and evaluate a proposed training for the teacher specialist who works with Educational Expertise Learn, knows the AT concepts and the possibilities of uses these resources.The theoretical assumptions are based on the Salamanca Declaration (UNESCO, 1994), National Policy on Special Education in the perspective of Inclusive Education(BRAZIL, 2008) and in authors that discuss the teacher formation and the assistive technologies, among them: Mantoan (2004), Manzzini (2012), Bescher (2013), Hummel (2015).To achieve the proposed objective, the methodology chosen was the intervention study that aims to contribute to thepedagogical practice change divided into two important and different times.The first wanted to survey the specialist teachers who works in the Regional Education Center in Londrina needsas regards knowledge and use of AT. This culminated in a Didactics Unitand educational product in order to contribute to pedagogical practice of these professionals. In the second time the Teaching Unit was applied, through a continued education course with 58 participants and the intervention results was analyzed. During the procedure, it was proposed a discussion about the AT provided in resources and possibilities of use with the student with SEN.The discussions and reflections during this process were fundamental to the teachers specialists could understand the ATnot technological resources.