Diretrizes para o uso de aplicativos de leitura e escrita na educação especial

Abstract

This study, linked to the Network Educational Technologies Management research line, the Graduate Program in Network Educational Technologies (MPTER) and the Group of Interdisciplinary Research in Education of the Federal University of Santa Maria (UFSM) started as follows problem: How do educational applications enhance the teaching of reading and writing for students with intellectual disabilities? In view of this, the following objectives were listed: 1) identify which applications are in agreement with the levels of reading and writing; 2) analyze which are the pedagogical and technical aspects that the applications must have to contemplate at the levels of reading and writing; 3) develop guidelines for the use of applications for reading and writing in the Specialized Educational Assistance - ESA, as the final product of this research. The referential of this study provided related information about the history of the education of subjects with disabilities, about reading and writing, as well as related aspects about information and communication technologies. The methodology of this project involved applied research, with a qualitative and exploratory approach. For the data collection, the field diary will be used, where for each participant subject will be recorded the observations made during the use of the applications. And this record will be based on a reference matrix built on the studies of Ferreiro and Teberosky (1986) and on her pedagogical experiences in the researcher's EEE. The analysis of the results of this investigation will be a theoretical or reflective analysis. The results of this study bring the characterization of the subjects participating in the study, the analysis of the applications selected for the present research and the guidelines for their use in Special Education. At the end of the research it was found that the applications could be thought taking into account the levels of reading and the characteristics of each of these levels. Thus, it would benefit not only subjects with intellectual disabilities, but also all other subjects at these levels of reading and writing.