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Desenvolvimento de uma tecnologia de apoio para alunos com necessidades educativas especiais – MYM – Eu consigo
| Name: | Description: | Size: | Format: | |
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| 5.44 MB | Adobe PDF |
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Abstract(s)
Este projeto de intervenção centrou-se no desenvolvimento de uma tecnologia de apoio para alunos com necessidades educativas especiais chamada “MyM - Eu Consigo!”. Esta tecnologia tem um “design“ e um conceito únicos que permite que alunos com necessidades específicas aprendam de forma lúdica.
A tecnologia criada foi adaptada, especificamente, para alunos com perturbação do desenvolvimento intelectual e com multideficiência e teve como objetivos promover a aquisição ou o reforço de novas aprendizagens, estimular a atividade física promovendo a participação ativa das crianças, aumentar a concentração/atenção, associar a causa ao efeito, ler pautas musicais e seguir cadernos de música com diferentes tipos de codificações, identificando cores, algarismos e sons.
Seguimos uma metodologia de investigação-ação, efetuámos inicialmente recolha de informação, através de análise documental, para caracterização dos participantes e no decurso do projeto realizámos observação participante, tendo aplicado, no final do projeto, inquéritos para verificarmos a opinião dos docentes relativamente às potencialidades de utilização desta tecnologia.
Com o objetivo de analisar os benefícios da tecnologia concebida, planificámos e efetuámos sete atividades com alunos de currículo específico individual e com alunos a frequentarem a unidade de apoio à multideficiência, tendo sido implementadas 22 sessões ao longo do ano letivo.
Concluímos que o “MyM - Eu consigo!” contribui efetivamente para os objetivos delineados e que apresenta uma série de potencialidades que poderão ser exploradas futuramente pelos docentes ou outros profissionais de acordo com as necessidades específicas dos seus alunos.
This intervention project focused on the development of a support technology for students with special educational needs called "MyM - Eu consigo!". This technology has a unique design and concept that allows students with specific needs to learn in a playful way. This created technology was specifically adapted for students with intellectual and multideficient development disorders and had as goals to promote the acquisition or reinforcement of new learning, to stimulate physical activity by promoting the active participation of children, to increase concentration/attention, to associate the cause to the effect, to read musical guidelines and to follow music notebooks with different types of codifications, identifying colours, numbers and sounds. We followed a research-action methodology. Initially, we collected information through documentary analysis to characterise the participants and during the project we conducted participant observation, having applied, at the end of the project, surveys to verify the teachers' opinion regarding the potentialities of the use of this technology. In order to analyse the benefits of the technology conceived, we planned and carried out seven activities with students with a specific individual curriculum and with students attending the multideficiency support unit, with twenty-two sessions being implemented throughout the school year. We conclude that the "MyM - Eu consigo!" effectively contributes to the goals outlined and that it presents a series of potential resources that may be explored in the future by teachers or other professionals according to the specific needs of their students.
This intervention project focused on the development of a support technology for students with special educational needs called "MyM - Eu consigo!". This technology has a unique design and concept that allows students with specific needs to learn in a playful way. This created technology was specifically adapted for students with intellectual and multideficient development disorders and had as goals to promote the acquisition or reinforcement of new learning, to stimulate physical activity by promoting the active participation of children, to increase concentration/attention, to associate the cause to the effect, to read musical guidelines and to follow music notebooks with different types of codifications, identifying colours, numbers and sounds. We followed a research-action methodology. Initially, we collected information through documentary analysis to characterise the participants and during the project we conducted participant observation, having applied, at the end of the project, surveys to verify the teachers' opinion regarding the potentialities of the use of this technology. In order to analyse the benefits of the technology conceived, we planned and carried out seven activities with students with a specific individual curriculum and with students attending the multideficiency support unit, with twenty-two sessions being implemented throughout the school year. We conclude that the "MyM - Eu consigo!" effectively contributes to the goals outlined and that it presents a series of potential resources that may be explored in the future by teachers or other professionals according to the specific needs of their students.
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Keywords
tecnologia de apoio multideficiência perturbação do desenvolvimento intelectual inclusão support technology multideficiency intellectual development disturbance inclusion