Expressia como tecnologia assistiva para estudantes com Transtorno do Desenvolvimento Intelectual (TDI): impactos no ensino e aprendizagem no Atendimento Educacional Especializado (AEE)

Abstract

This study analyzes the use of technological resources in the context of Special Education, focusing on the Expressia software as a digital assistive technology applied to Specialized Educational Assistance (SEA) for students with Intellectual Developmental Disorder (IDD), according to the International Classification of Diseases – ICD-11. The objective of the research is to analyze how the Expressia application can support SEA teachers in selecting and applying pedagogical strategies that promote learning rights, participation, and engagement of students with IDD. This is an applied research study with a qualitative approach and field research design, conducted in multifunctional resource rooms within the municipal public school system of Rosário, Maranhão, Brazil. The participants included five SEA teachers and five students diagnosed with IDD, selected through convenience sampling. Data were produced through bibliographic and documentary analysis, questionnaires, participant observation, and semi- structured interviews. The theoretical framework is based on studies related to inclusive education, assistive technologies, and the pedagogical use of digital resources in educational contexts. The results indicate that the mediated use of the Expressia application contributed to improvements in student participation, interaction, engagement, playfulness, and autonomy, as well as expanded the methodological repertoire of teachers in SEA planning and instructional practices. As an educational product, a validated Expressia application activity catalog was developed, organized by areas of need and comprising pedagogical strategies, activities, and digital games designed to support students with IDD. It is concluded that Expressia represents a viable and promising pedagogical resource in inclusive education, contributing to the qualification of Specialized Educational Assistance practices and to broader access to teaching and learning processes for students who are the target population of Special Education