Tecnologia Educacional Assistiva: definindo o termo
Resumo
Esta pesquisa propõe uma discussão inicial entre a área da Tecnologia na Educação em Computação (TEC) e a Tecnologia Assistiva (TA) na perspectiva da inclusão da pessoa com deficiência (PcD) no contexto educacional. Atualmente, observa-se o amplo desenvolvimento de ferramentas da TEC para apoio ao processo de ensino e aprendizagem. Por outro lado, a área de TA, antes focada na criação de produtos e recursos visando a autonomia das PcD, tem-se destacado como tecnologia educacional inclusiva. Reconhecemos que nem todas as ferramentas educacionais são inclusivas, assim como nem todas as Tecnologias Assistivas são educacionais. Dessa forma, realizamos esta reflexão inicial sobre a convergência entre essas áreas, propondo a definição do termo Tecnologia Educacional Assistiva. Para isso, realizamos uma Revisão Sistemática da Literatura (RSL) e apresentamos uma definição conceitual clara e objetiva deste termo, bem como possíveis desdobramentos científicos.
Palavras-chave:
tecnologia na educação, tecnologia assistiva, educação especial
Referências
Al-Ani, W., Al Musawi, A., Al-Hashmi, W., & Al-Saddi, B. (2020). Status of using assistive technology by students with disabilities at Sultan Qaboos University. International Journal of Technology and Inclusive Education (IJTIE), 9(2), 1606-1619.
Almelhi, A. M. (2021). The role of the Blackboard LMS in EFL course delivery during the Covid-19 pandemic: Investigating attitudes and perceptions of faculty and students. International Journal of English Linguistics, 11(2), 46-67. DOI: 10.5539/ijel.v11n2p46.
Alodail, A. K. (2011). Students’ Attitudes Toward the Use of Hearing Aids in Al-Ahsa, Kingdom of Saudi Arabia (Doctoral dissertation, Ohio University).
Al-Taweel, N. O. H. (2024). The Difficulties Faced By Students With Special Needs In E-Learning From The Point Of View Of Teachers In Palestine. Educational Administration: Theory and Practice, 30(5). DOI: 10.53555/kuey.v30i5.4791.
Attanayaka, D., Hunter, G., Denholm-Price, J., & Pfluegel, E. (2013). Novel multi-modal tools to enhance disabled and distance learners’ experience of mathematics. The International Journal on Advances in ICT for Emerging Regions, 6(1).
Barros, R. P., Torres, V. P., Burlamaqui, A. M. F., & Natal, R. (2014). CardBot: Tecnologias assistivas para imersão de deficientes visuais na robótica educacional. In Workshop de robótica educacional (Vol. 5, pp. 11-16).
Bispo Jr., E. L.; Raabe, A.; Matos, E.; Maschio, E.; Barbosa, E. F.; Carvalho, L. G.; Bittencourt, R. A.; Duran, R. S.; Falcão, T. P. (2020). Technologies in Computing Education: First approximations (Tecnologias na Educação em Computação: Primeiros Referenciais). Brazilian Journal of Computers in Education (Revista Brasileira de Informática na Educação – RBIE), 28, 509-527. DOI: 10.5753/RBIE.2020.28.0.509.
Brasil (2015). Lei 13.146. Institui a Lei Brasileira de Inclusão das Pessoas com Deficiência (Estatuto da Pessoa com Deficiência).
Cavanaugh, T. (2002). The Need for Assistive Technology in Educational Technology. AACE Review (formerly AACE Journal), 10(1), 27-31. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved September 6, 2024 from [link].
Gerhardt, T. E., & Silveira, D. T. (2009). Métodos de pesquisa. Plageder.
Hamburg, I., & Bucksch, S. (2016). Inclusive educational technology. Archives of business research, 4(1).
Herrity, J. P. (2013). When is assistive technology a barrier to learning?. Corcoran College of Art+ Design.
Kameni, E. D., & Koumetio, S. C. T. (2023). The role of inclusive educational technologies in transforming african cities into inclusive smart cities. In E3S Web of Conferences (Vol. 418, p. 03003). EDP Sciences.
Keshav, N. U., Vahabzadeh, A., Abdus-Sabur, R., Huey, K., Salisbury, J. P., Liu, R., & Sahin, N. (2018). Longitudinal socio-emotional learning intervention for autism via smartglasses: Qualitative school teacher descriptions of practicality, usability, and efficacy in general and special education classroom settings. Education Sciences, 8(3), 107. DOI: 10.3390/educsci8030107
Khazaleh, A., & Abzakh, H. (2023). The Level of Using Assistive Technologies in Inclusive Education for Students with Autism Spectrum Disorder from Teachers’ Point of View. Educational and Psychological Sciences Series, 2(1), 95-117. DOI: 10.59759/educational.v2i1.122
Kitchenham, B. A., Charters, S. . Guidelines for performing systematic literature reviews in software engineering. Tech. Rep. EBSE-2007-01, Keele University, 2007.
Lima, R. P. (2017). Promoção do interesse em criança com autismo a partir de uma plataforma educacional assistiva com fantoche eletrônico.
Long, K. T. (2015). Increasing number sense in special needs students using assistive technologies (Doctoral dissertation, Capella University).
Nijakowska, J., & Guz, E. (2024). Inclusion and Accessibility in Teacher Education. Neofilolog, (62/1), 43-60.
Rahimi, A. R., & Tafazoli, D. (2022). EFL learners’ attitudes toward the usability of lmoocs: A qualitative content analysis. The Qualitative Report, 27(1), 158-173.
Randall, K. N., Hirsch, S. E., & Allen, A. A. (2023). Examining the Effectiveness of a Multimedia Video on Pedestrian Safety with Postsecondary Individuals with Intellectual Disabilities. Journal of Special Education Apprenticeship, 12(2), 79-96.
Santarosa, L. M., Carneiro, M. L., Passerino, L. M., Geller, M., & Conforto, D. (2007, November). Inclusão e Diversidade: referenciais na construção da acessibilidade para Ambientes Virtuais de formação de Professores. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE) (Vol. 1, No. 1, pp. 600-610).
Tam, K. Y. B., Seevers, R., Gardner III, R., & Heng, M. A. (2006). Primary School Teachers' Concerns about the Integration of Students with Special Needs in Singapore. Teaching Exceptional Children Plus, 3(2), n2.
Tavares, T. E., Marques, S. G., & da Cruz, M. K. (2021). Plugando o desplugado para ensino de computação na escola durante a pandemia do sars-cov-2. In Anais do Simpósio Brasileiro de Educação em Computação (pp. 263-271). SBC.
White, C. K., Tull, R. G., Zastavker, Y. V., & Sigamoney, R. (2018). International Perspectives on Intersecting Engineering's Grand Challenges and the UN's Sustainable Development Goals. In ASEE Annual Conference proceedings.
Wong, K. T., Hosshan, H., Hanafi, H. F., & Mudiono, A. (2024). Augmented reality (AR): An assistive technology for special education needs. Journal of Advanced Research in Applied Sciences and Engineering Technology, 35(1), 97-105. DOI: 10.37934/araset.35.1.97105
Almelhi, A. M. (2021). The role of the Blackboard LMS in EFL course delivery during the Covid-19 pandemic: Investigating attitudes and perceptions of faculty and students. International Journal of English Linguistics, 11(2), 46-67. DOI: 10.5539/ijel.v11n2p46.
Alodail, A. K. (2011). Students’ Attitudes Toward the Use of Hearing Aids in Al-Ahsa, Kingdom of Saudi Arabia (Doctoral dissertation, Ohio University).
Al-Taweel, N. O. H. (2024). The Difficulties Faced By Students With Special Needs In E-Learning From The Point Of View Of Teachers In Palestine. Educational Administration: Theory and Practice, 30(5). DOI: 10.53555/kuey.v30i5.4791.
Attanayaka, D., Hunter, G., Denholm-Price, J., & Pfluegel, E. (2013). Novel multi-modal tools to enhance disabled and distance learners’ experience of mathematics. The International Journal on Advances in ICT for Emerging Regions, 6(1).
Barros, R. P., Torres, V. P., Burlamaqui, A. M. F., & Natal, R. (2014). CardBot: Tecnologias assistivas para imersão de deficientes visuais na robótica educacional. In Workshop de robótica educacional (Vol. 5, pp. 11-16).
Bispo Jr., E. L.; Raabe, A.; Matos, E.; Maschio, E.; Barbosa, E. F.; Carvalho, L. G.; Bittencourt, R. A.; Duran, R. S.; Falcão, T. P. (2020). Technologies in Computing Education: First approximations (Tecnologias na Educação em Computação: Primeiros Referenciais). Brazilian Journal of Computers in Education (Revista Brasileira de Informática na Educação – RBIE), 28, 509-527. DOI: 10.5753/RBIE.2020.28.0.509.
Brasil (2015). Lei 13.146. Institui a Lei Brasileira de Inclusão das Pessoas com Deficiência (Estatuto da Pessoa com Deficiência).
Cavanaugh, T. (2002). The Need for Assistive Technology in Educational Technology. AACE Review (formerly AACE Journal), 10(1), 27-31. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved September 6, 2024 from [link].
Gerhardt, T. E., & Silveira, D. T. (2009). Métodos de pesquisa. Plageder.
Hamburg, I., & Bucksch, S. (2016). Inclusive educational technology. Archives of business research, 4(1).
Herrity, J. P. (2013). When is assistive technology a barrier to learning?. Corcoran College of Art+ Design.
Kameni, E. D., & Koumetio, S. C. T. (2023). The role of inclusive educational technologies in transforming african cities into inclusive smart cities. In E3S Web of Conferences (Vol. 418, p. 03003). EDP Sciences.
Keshav, N. U., Vahabzadeh, A., Abdus-Sabur, R., Huey, K., Salisbury, J. P., Liu, R., & Sahin, N. (2018). Longitudinal socio-emotional learning intervention for autism via smartglasses: Qualitative school teacher descriptions of practicality, usability, and efficacy in general and special education classroom settings. Education Sciences, 8(3), 107. DOI: 10.3390/educsci8030107
Khazaleh, A., & Abzakh, H. (2023). The Level of Using Assistive Technologies in Inclusive Education for Students with Autism Spectrum Disorder from Teachers’ Point of View. Educational and Psychological Sciences Series, 2(1), 95-117. DOI: 10.59759/educational.v2i1.122
Kitchenham, B. A., Charters, S. . Guidelines for performing systematic literature reviews in software engineering. Tech. Rep. EBSE-2007-01, Keele University, 2007.
Lima, R. P. (2017). Promoção do interesse em criança com autismo a partir de uma plataforma educacional assistiva com fantoche eletrônico.
Long, K. T. (2015). Increasing number sense in special needs students using assistive technologies (Doctoral dissertation, Capella University).
Nijakowska, J., & Guz, E. (2024). Inclusion and Accessibility in Teacher Education. Neofilolog, (62/1), 43-60.
Rahimi, A. R., & Tafazoli, D. (2022). EFL learners’ attitudes toward the usability of lmoocs: A qualitative content analysis. The Qualitative Report, 27(1), 158-173.
Randall, K. N., Hirsch, S. E., & Allen, A. A. (2023). Examining the Effectiveness of a Multimedia Video on Pedestrian Safety with Postsecondary Individuals with Intellectual Disabilities. Journal of Special Education Apprenticeship, 12(2), 79-96.
Santarosa, L. M., Carneiro, M. L., Passerino, L. M., Geller, M., & Conforto, D. (2007, November). Inclusão e Diversidade: referenciais na construção da acessibilidade para Ambientes Virtuais de formação de Professores. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE) (Vol. 1, No. 1, pp. 600-610).
Tam, K. Y. B., Seevers, R., Gardner III, R., & Heng, M. A. (2006). Primary School Teachers' Concerns about the Integration of Students with Special Needs in Singapore. Teaching Exceptional Children Plus, 3(2), n2.
Tavares, T. E., Marques, S. G., & da Cruz, M. K. (2021). Plugando o desplugado para ensino de computação na escola durante a pandemia do sars-cov-2. In Anais do Simpósio Brasileiro de Educação em Computação (pp. 263-271). SBC.
White, C. K., Tull, R. G., Zastavker, Y. V., & Sigamoney, R. (2018). International Perspectives on Intersecting Engineering's Grand Challenges and the UN's Sustainable Development Goals. In ASEE Annual Conference proceedings.
Wong, K. T., Hosshan, H., Hanafi, H. F., & Mudiono, A. (2024). Augmented reality (AR): An assistive technology for special education needs. Journal of Advanced Research in Applied Sciences and Engineering Technology, 35(1), 97-105. DOI: 10.37934/araset.35.1.97105
Publicado
04/11/2024
Como Citar
LIMA, Roceli P.; PORTELLA, Fabiani O.; HENRIQUES, Renato Ventura Bayan.
Tecnologia Educacional Assistiva: definindo o termo. In: WORKSHOP DE INFORMÁTICA NA EDUCAÇÃO INCLUSIVA (WIEI), 1. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 19-26.
DOI: https://doi.org/10.5753/wiei.2024.245476.
