O uso das tecnologias de informação e comunicação na inclusão escolar de estudantes com deficiência intelectual

Abstract

The present study is part of a directed study that analyzes the use of Communication and Information Technology (CIT) as a toll to inclusion of students with intellectual disabilities in Acácio Garibaldi São Thiago Elementary School, located in Barra da Lagoa neighborhood, east of Florianópolis island. The purpose of this study is to understand how and what information and communication technologies are adopted to include students with intellectual disabilities. Data collection was carried out in Specialized Educational Attendance (SEA) spaces with special education teachers through semi-structured interviews, which contemplated, above all, attendance to students with intellectual disabilities. In order to comprehend the inclusion, participatory observations were made in Multifunctional Resources Room (MRR) and in classrooms at school environment. According to Legislative Decree 186/2008, SEA specifications are "to identify, elaborate and organize pedagogical and accessibility resources that eliminate barriers to full participation of students, considering their specific needs". Thus, the special education teachers team with the researcher tried to apply pedagogical strategies that used tablets, play tables or notebooks during the attendance in SEA and in classrooms. That was, in order to, besides the observation, understand how these resources can contribute to students autonomy, to develop their cognitive abilities, motor coordination, and arouse the interest in learning through playful, that is, to learn playing. Both observation and application of CIT in teaching-learning process demonstrated that student's interaction with digital environment resulted in a positive strategy bringing more happiness and relaxation in attendance. It also showed greater interaction between the student and the mediator teacher, helping this student with his or her day-to-day confrontations and difficulties became lighter, that is, that he or she inclusion is smooth and permanent in the school context.