https://repositorio.uema.br/jspui/handle/123456789/2301 Sat, 30 May 2026 09:37:29 GMT 2026-05-30T09:37:29Z http://repositorio.uema.br:80/retrieve/d2dbc053-0814-4ee5-a376-8177e0a7d42c/PROFEI.png https://repositorio.uema.br/jspui/handle/123456789/2301 https://repositorio.uema.br/jspui/handle/123456789/6131 Título: Recurso de comunicação aumentativa e alternativa: tecnologia assistiva de inclusão para o processo de ensino e aprendizagem de alunos autistas Abstact: This dissertation addresses the school inclusion of students with autism spectrum disorder (ASD), with an emphasis on Augmentative and Alternative Communication (AAC) resources as a strategy to foster teaching and learning. The choice of the topic stemmed from the need to understand how assistive technology can support teachers’ work and expand participation opportunities for autistic students, considering the reality of a public municipal school in Capitão de Campos, Piauí, Brazil. The main objective was to analyze how AAC resources contribute to pedagogical practice, broken down into the following objectives: to describe the use of assistive technology in the school context; to analyze the contributions of AAC to the development of social, cognitive, and academic skills; to identify teachers’ knowledge and perceptions regarding the use of these resources; and to develop a micro-certification course and an e-book to support teaching practice. A qualitative methodology was adopted, with an integrative literature review and field research, using a questionnaire, narrative interview, and participant observation. The study involved teachers from early childhood education and the initial years of elementary education, as well as support teachers at the school. The results revealed that the teachers recognize the importance of AAC in the learning process, particularly in stimulating communication and participation among children with ASD. On the other hand, they highlighted limitations regarding their knowledge of how to effectively integrate these resources into their daily practices, revealing the need for continuous training and technicalpedagogical support. It is concluded that investing in the strengthening of inclusive pedagogical practices requires not only access to resources but also support for teachers to use them meaningfully, thereby ensuring the right to education for all Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6131 2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6062 Título: Melo, Leidmar Cunha. A utilização do learningapps.org na criação de aplicativos assistivos para a aprendizagem e inclusão de alunos com TEA no ensino de Ciências Abstact: Assistive Technology (AT) is a strategic resource to promote the learning and inclusion of students with Autism Spectrum Disorder (ASD). This study evaluates how AT applications adapted to science teaching can contribute to this end. It was carried out in municipal public schools in the city of Santa Quitéria, in the state of Maranhão. The participants were 9 students with ASD enrolled in the final years of elementary school and 6 science teachers. The methodological design adopted was of an applied nature, with a qualitative approach and descriptive objective. The methodological procedures included bibliographic research and multiple case studies. Instruments such as semi-structured interviews with teachers, pre and post-test before and after the intervention were used with the use of applications with students and participant observation during the process and the data were analyzed according to Bardin's Content Analysis (2011). The results showed that the AT applications adapted to the teaching of Science were relevant in the learning process and inclusion of students with ASD. These tools have increased student engagement, autonomy, and participation, as well as facilitating reading, usability, and personalization of teaching. The adoption of these resources contributes to a more inclusive education, with more dynamic classes adapted to individual needs. Based on the evidence analyzed, it is concluded that AT applications are essential to value diversity and transform the school environment, promoting fairer, more accessible and innovative teaching. Therefore, it is essential to invest in the creation and expansion of these technologies, ensuring that more and more students with ASD have access to resources that strengthen their learning and inclusion Fri, 30 May 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6062 2025-05-30T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6054 Título: A utilização do learningapps.org na criação de aplicativos assistivos para a aprendizagem e inclusão de alunos com TEA no ensino de Ciências Abstact: Assistive Technology (AT) is a strategic resource to promote the learning and inclusion of students with Autism Spectrum Disorder (ASD). This study evaluates how AT applications adapted to science teaching can contribute to this end. It was carried out in municipal public schools in the city of Santa Quitéria, in the state of Maranhão. The participants were 9 students with ASD enrolled in the final years of elementary school and 6 science teachers. The methodological design adopted was of an applied nature, with a qualitative approach and descriptive objective. The methodological procedures included bibliographic research and multiple case studies. Instruments such as semi-structured interviews with teachers, pre and post-test before and after the intervention were used with the use of applications with students and participant observation during the process and the data were analyzed according to Bardin's Content Analysis (2011). The results showed that the AT applications adapted to the teaching of Science were relevant in the learning process and inclusion of students with ASD. These tools have increased student engagement, autonomy, and participation, as well as facilitating reading, usability, and personalization of teaching. The adoption of these resources contributes to a more inclusive education, with more dynamic classes adapted to individual needs. Based on the evidence analyzed, it is concluded that AT applications are essential to value diversity and transform the school environment, promoting fairer, more accessible and innovative teaching. Therefore, it is essential to invest in the creation and expansion of these technologies, ensuring that more and more students with ASD have access to resources that strengthen their learning and inclusion. Fri, 30 May 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6054 2025-05-30T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5984 Título: A práxis pedagógica dos professores de atendimento educacional especializado na alfabetização e letramento dos estudantes com deficiência intelectual Abstact: This study is linked to the Research Line on Practices and Training Processes of Educators for Inclusive Education, of the Professional Master's Program in Inclusive Education (PROFEI) at the State University of Maranhão and covers the actions carried out during research on literate and literacy of students with Intellectual Disabilities (ID) enrolled at UEB Dra. Maria Alice Coutinho, belonging to the municipal public network of São Luís – MA. The objective of the research is to analyze the possibilities of access, permanence and learning of students with intellectual disabilities, when supported by Specialized Educational Assistance (AEE), and how much this Special Education service can contribute to students' literate and literacy processes intellectually disabled. The theoretical assumptions that underlie this study, regarding Inclusive Education, Intellectual Disability, Specialized Educational Assistance and Literate and Literacy for Students with Intellectual Disabilities, are outlined based on the contributions of Vygotsky (2022), Hehir (2022), Bourdieu ( 2020), Zerbato; Mendes (2018), Diamond (2016), Noronha (2016), Garcia (2015), Barnes (2013), Poulin, Figueiredo; Gomes (2013) and Figueiredo (2012), among others. In addition to official normative documents that support and regulate the Education of people with intellectual disabilities. Regarding the methodology, it is characterized by using a qualitative approach, of an applied nature, regarding explanatory objectives, and the methodological procedures are outlined as bibliographic, documentary and case study, using the instruments, on-site observation, interview scripts and questionnaires, the results of which will serve as the basis for the production of an orientation guide that contributes to the pedagogical praxis teachers about literate and literacy of students with intellectual disabilities, in response to the problem and research objectives Thu, 07 Nov 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5984 2024-11-07T00:00:00Z