A utilização do learningapps.org na criação de aplicativos assistivos para a aprendizagem e inclusão de alunos com TEA no ensino de Ciências

Abstract

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.