Utilização das TIC por parte de alunos com necessidades educativas especiais
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Data
2012
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A inclusão de alunos com Necessidades Educativas Especiais (NEE)na escola do ensino regular provocou grandes mudanças no sistema educativo. A Educação Inclusiva deve proporcionar a todos os seus alunos igualdade de oportunidades no processo de ensino-aprendizagem. Como os discentes com NEE têm limitações na aprendizagem, as Tecnologias da Informação e Comunicação (TIC) são ferramentas determinantes na compensação e, em muitos casos, na superação destas limitações. A integração das TIC no currículo dos alunos com NEE promove novos ambientes de aprendizagem e resultados escolares e sociais, que de outra forma seriam difíceis ou mesmo impossíveis de alcançar. Fator determinante e impulsionador desta integração das TIC na educação de discentes com NEE é a equipa de Educação Especial. Contudo, uma das barreiras à inclusão das TIC encontra-se precisamente nos professores. A definição do principal objetivo desta investigação tem como base a motivação e os êxitos que as TIC podem proporcionar aos alunos com NEE. Assim, pretende-se identificar as insuficiências que se verificam na utilização das TIC por parte de alunos com NEE numa Escola Básica. Quanto à metodologia de investigação, caracteriza-se por um estudo de caso. Como instrumento de recolha de dados recorreu-se à entrevista, para obter informação de acordo com os objetivos definidos no início deste trabalho.
The inclusion of students with special needs in common schools has led to big changes in the education system. In an inclusive school all students should be given equal opportunities throughout their learning process. Once students with special needs face limitations in the acquisition of contents, the information and communication technologies (ICT) constitute a relevant tool in reducing the learners’ obstacles and, in many cases, in overcoming their weaknesses. The integration of ICT in the curriculum of students with special needs fosters new learning fields and clear school and social results, which would be hard to attain differently. The work done by the team of Special Education constitutes a determining and driving factor. However, one of the difficulties in the inclusion of the ICT is indeed the teachers. The definition of the main objective of this research stands on the motivation and success that can be achieved by students with special needs through the ICT. Thus, we want to identify the insufficiencies that can be observed in the use of ICT by students with special needs in basic school. As far as the investigation methodology is concerned, it is regarded as a study case. Interviews have been conducted as a means of gathering data in order to get information in accordance with the aims previously established. In order to justify scientifically some concepts a revision of the current bibliography has been done.
The inclusion of students with special needs in common schools has led to big changes in the education system. In an inclusive school all students should be given equal opportunities throughout their learning process. Once students with special needs face limitations in the acquisition of contents, the information and communication technologies (ICT) constitute a relevant tool in reducing the learners’ obstacles and, in many cases, in overcoming their weaknesses. The integration of ICT in the curriculum of students with special needs fosters new learning fields and clear school and social results, which would be hard to attain differently. The work done by the team of Special Education constitutes a determining and driving factor. However, one of the difficulties in the inclusion of the ICT is indeed the teachers. The definition of the main objective of this research stands on the motivation and success that can be achieved by students with special needs through the ICT. Thus, we want to identify the insufficiencies that can be observed in the use of ICT by students with special needs in basic school. As far as the investigation methodology is concerned, it is regarded as a study case. Interviews have been conducted as a means of gathering data in order to get information in accordance with the aims previously established. In order to justify scientifically some concepts a revision of the current bibliography has been done.
Descrição
Orientação: Jorge Serrano
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, NECESSIDADES EDUCATIVAS ESPECIAIS, EDUCAÇÃO INCLUSIVA, EDUCATION, SPECIAL EDUCATION, INFORMATION AND COMMUNICATION TECHNOLOGIES, SPECIAL EDUCATIONAL NEEDS, INCLUSIVE EDUCATION