Inovação tecnológica na Educação Inclusiva: sistema de informação para apoio à decisão com enfoque no desempenho do educando com Transtorno do Espectro Autista (TEA) no âmbito da educação especial

Abstract

This work discusses “Technological Innovation in Inclusive Education: Information System to Support Decision-Making with a focus on the performance of students with Autism Spectrum Disorder (ASD) within the framework of Special Education.“ and its main objective was to develop a system of information that would enable analysis and measure results based on historical data from students with ASD, in order to predict which factors may lure success or failure within the educational context. In this sense, the study searched for answering the following question: how to highlight possible factors that can contribute to improve the teaching and learning process of students with ASD in educational institutions in the city of Luís Correia, Piauí? The choice of theme arise from the observation of the significant growth in the target audience of Inclusive/Special Education and the great challenge of addressing specific difficulties in the educational process. For this purpose, the research was developed through bibliographic and field investigation, using a mixed-methods cualiquantitative approach. As a result, a Prototype of Information System (IS) was developed, based on the data collected and processed, capable of supporting decision-making and indicating the success factors or failure in pedagogical practice. The topic addressed gains relevance as these factors contribute to the construction of a database that enabled the generation of information and/or knowledge capable of assisting decision-making in the areas of management, coordination, and education, promoting greater assertiveness in pedagogical actions within an inclusive context. The literature review highlighted factors considered promising for the successful development of student learning in inclusive contexts, emphasizing the presence of school support professionals and/or assistants, the use of accessible pedagogical strategies, the provision of adapted teaching resources, assistive technology, individualized educational planning (IEP), family support, and the creation of an accessible and welcoming environment, among other aspects. The field research included an expanded set of questions; On the other hand, for statistical analysis purposes, eleven questions considered most aligned with the study’s objectives were selected. Among these, some showed no association with the students’ teaching and learning process, while others indicated an association, but without sufficient statistical strength to be classified as strongly related. In contrast, four variables showed a strong association, and three of them, which are, school attendance, curriculum adaptation, and the educational level of parents and/or guardians, were selected to comprise the performance indicators of the developed educational product. The results obtained supported the definition of performance indicators and the construction of the educational product, a Decision Support Information System, contributing to the improvement of the teaching and learning process in the context of inclusive education.