A vida escolar e social dos alunos com deficiência auditiva : o impacto das tecnologias de apoio
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Data
2012
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Resumo
O tema partiu do interesse pessoal em compreender até que ponto as tecnologias de informação e comunicação (TIC) facilitam a aprendizagem e contribuem para a inclusão de pessoas com deficiência auditiva, em contexto escolar. Assim sendo, o núcleo de incidência desta investigação centra-se no papel que as TIC representam nos processos de aprendizagem das pessoas portadoras de deficiência auditiva e que utilizam ajudas técnicas no seu quotidiano. O estudo é teoricamente fundamentado em informação recolhida através de uma revisão bibliográfica. Para a obtenção dos dados empíricos do estudo procedeu-se à aplicação de um questionário. Os sujeitos em estudo foram selecionados em Escolas, Faculdades e Associações de Surdos da Região da Grande Lisboa e Vale do Tejo, sendo estudantes do 1º, 2º, e 3º ciclos do ensino secundário e do ensino superior. Trata-se de pessoas com problemas auditivos de ambos os sexos e com idades compreendidas entre os 7 e os 26 anos de idade. Também foi aplicado um questionário aos profissionais que atendem este tipo de população bem como a sujeitos conhecedores de pessoas com perda auditiva. Para que o projeto ganhasse informação complementar foram feitas entrevistas estruturadas a vários profissionais. O software estatístico utilizado para proceder ao tratamento de dados deste estudo foi o SPSS versão 19. Visto o estudo ser iminentemente descritivo, utilizou-se estatística descritiva, nomeadamente análise de frequências para as variáveis qualitativas (com escala nominal e ordinal) e média e desvio padrão mínimo e máximo para as variáveis com escala quantitativa. Ao nível de estatística inferencial, - e no sentido de cruzar variáveis que são de natureza qualitativa - utilizaram-se os testes de Qui-Quadrado e Fisher. O presente trabalho de investigação suporta a conclusão de que as tecnologias são um recurso importante para quem as pode ter e faz uso delas; porém, por si só não chegam para garantir o sucesso escolar. As dificuldades de comunicação, a falta de preparação dos professores, a falta de apoios técnicos e logísticos das escolas, a falta de currículos alternativos, o atraso académico que estes alunos apresentam devido às lacunas de aprendizagem, levam à dificuldade de integração, ao insucesso escolar e, consequentemente, ao abandono escolar.
The theme underlying my thesis came from my personal interest in understanding the extent to which the use of Technology facilitates learning and contributes to the inclusion of people with hearing disabilities in a school context. The core focus of this research is therefore the role ICT play in the learning processes of the hearing impaired whose use these technologies in their daily lives. The study is theoretically based on information gathered through a literature review. A questionnaire was used to obtain empirical data on the study. The subjects were students from the 1st, 2nd and 3rd cycles and higher education selected from schools, universities and Associations of the Hearing Impaired in Lisbon and the Tagus Valley. These are people with hearing problems of both sexes aged between 7 and 26. A questionnaire was also administered to professionals who deal with this type of population and to people who know people with hearing loss. In order to provide further information, structured interviews were conducted involving various professionals. The statistical software SPSS version 19 was used to process the data from this study. Since the study is imminently descriptive, descriptive statistics was used, namely frequency analyses for qualitative variables (with nominal and ordinal scale), and average and minimum and maximum standard deviation for quantitative variables. In terms of inferential statistics in order to cross variables of a qualitative nature, the Chi-square and Fisher tests were used. Despite being a very important resource for those who have access to technologies and make use of them, it has been concluded that technologies alone are not enough to ensure success in school. Communication difficulties, lack of preparation of teachers who have these children as students, lack of technical and logistic support of schools, lack of alternative curricula for this type of population and the academic delay experienced by these students due to gaps in learning lead to difficulties in integration, educational underachievement and consequently early school-leaving.
The theme underlying my thesis came from my personal interest in understanding the extent to which the use of Technology facilitates learning and contributes to the inclusion of people with hearing disabilities in a school context. The core focus of this research is therefore the role ICT play in the learning processes of the hearing impaired whose use these technologies in their daily lives. The study is theoretically based on information gathered through a literature review. A questionnaire was used to obtain empirical data on the study. The subjects were students from the 1st, 2nd and 3rd cycles and higher education selected from schools, universities and Associations of the Hearing Impaired in Lisbon and the Tagus Valley. These are people with hearing problems of both sexes aged between 7 and 26. A questionnaire was also administered to professionals who deal with this type of population and to people who know people with hearing loss. In order to provide further information, structured interviews were conducted involving various professionals. The statistical software SPSS version 19 was used to process the data from this study. Since the study is imminently descriptive, descriptive statistics was used, namely frequency analyses for qualitative variables (with nominal and ordinal scale), and average and minimum and maximum standard deviation for quantitative variables. In terms of inferential statistics in order to cross variables of a qualitative nature, the Chi-square and Fisher tests were used. Despite being a very important resource for those who have access to technologies and make use of them, it has been concluded that technologies alone are not enough to ensure success in school. Communication difficulties, lack of preparation of teachers who have these children as students, lack of technical and logistic support of schools, lack of alternative curricula for this type of population and the academic delay experienced by these students due to gaps in learning lead to difficulties in integration, educational underachievement and consequently early school-leaving.
Descrição
Orientação: Jorge Manuel de Melo Serrano ;
co-orientação: Manuel da Costa Leite
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, DEFICIÊNCIA AUDITIVA, INCLUSÃO SOCIAL, INCLUSÃO ESCOLAR, ACESSIBILIDADE, AUTOESTIMA, APRENDIZAGEM, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, EDUCATION, HEARING IMPAIRMENT, SCHOOL INCLUSION, SOCIAL INCLUSION, ACCESSIBILITY, SELF-ESTEEM, LEARNING, INFORMATION AND COMMUNICATION TECHNOLOGIES