https://repositorio.uema.br/jspui/handle/123456789/2301 Thu, 09 Jul 2026 04:11:52 GMT 2026-07-09T04:11:52Z http://repositorio.uema.br:80/jspui/retrieve/d2dbc053-0814-4ee5-a376-8177e0a7d42c/PROFEI.png https://repositorio.uema.br/jspui/handle/123456789/2301 https://repositorio.uema.br/jspui/handle/123456789/6259 Título: Expressia como tecnologia assistiva para estudantes com Transtorno do Desenvolvimento Intelectual (TDI): impactos no ensino e aprendizagem no Atendimento Educacional Especializado (AEE) Abstact: 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 Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6259 2026-02-27T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6257 Título: Entre a inclusão e a formação contínua: possibilidades do Desenho Universal para Aprendizagem (DUA) no ensino de crianças com TEA Abstact: This dissertation addresses the inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education, focusing on Universal Design for Learning (UDL). The overall objective is to analyze UDL as an inclusive pedagogical approach within the teaching and learning processes of children with ASD in Early Childhood Education. The specific objectives are articulated throughout the chapters, which address: the history of Special and Inclusive Education; the implications of ASD in Early Childhood Education; the potential of UDL; teacher professional development; and teachers’ perceptions regarding inclusion and the applicability of UDL. The study is guided by the following research question: To what extent does the implementation of UDL principles contribute to consolidating inclusive pedagogical practices in the teaching and learning processes of children with ASD in Early Childhood Education? From this perspective, the dissertation examines teacher professional development, pedagogical practices, and inclusive strategies and tools, highlighting gaps in initial teacher education. Within this context, the study designs and presents an educational product a Digital Lapbook on the use of UDL to be made available to Early Childhood Education teachers. The empirical setting of the study is a public Early Childhood Education school in the municipal school system of São Luís, Maranhão, and the participants are teachers working in mainstream classrooms that include children diagnosed with ASD. Methodologically, the study adopts a qualitative and exploratory approach. The literature review is organized around the following analytical categories: teacher professional development, inclusion, Universal Design for Learning, and Autism Spectrum Disorder. Data collection included semi- structured interviews, observation, and a pedagogical experimentation laboratory for product validation. For the organization and analysis of the corpus, the study applies Content Analysis as systematized by Bardin (2011), following the stages of pre-analysis, material exploration, and treatment of results through inference and interpretation. The findings indicate that, after validation, the developed product proved to be effective and was positively evaluated as an inclusive resource to support the teaching and learning processes of children. The dissertation concludes that this study offers relevant contributions to advancing research in teacher education and inclusive educational practices grounded in Universal Design for Learning Mon, 02 Mar 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6257 2026-03-02T00:00:00Z 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