A utilização de recursos da tecnologia assistiva para modificabilidade cognitiva estrutural de estudantes com Síndrome de Down no atendimento educacional especializado

Abstract

The present monographic production is based on the use of Assistive Technology resources for structural cognitive modifiability of students with Down Syndrome in specialized educational care and has the pretension of analyzing how the Mediated Learning Experience (AME) and how it can promote learning of people with Down Syndrome, using Assistive Technology (TA) resources. In special education, technology has been gaining ground by providing a range of possibilities and diversity in the specialized educational setting. Assistive technology, as this arsenal is known, makes use of specific tools in the area of inclusion for support in everyday situations of life. Consequently, in order to have a better understanding of the theory of Structural Cognitive Modification from Feuerstein (1997), (2014), Salami and Sarmento (2011), Gonçalves and Vagula (2012) and Morashá (2014), it is pointed out that the psychological of the human being is able to expand through mediation and potentiate cognitive development. This study is also based on Santorosa and Comfort (2012), Silva and Ferreira (2016), Sartoretto and Bersch (2017), Voivodic (2013), Cardoso (2014) and Montoan (2003). The method used for the development of this research will be the qualitative approach and the subjects involved will be teachers of regular education and ESA and student with Down syndrome. The intervention proposes the use of assistive technology and its resources, as well as: tablet, computer, websites and educational applications. Data collection was carried out through interviews with the student's family, the teacher of the multifunctional resource room and regular education, whose main objective was to collect data to promote the results of the study. Conclude that the use of digital resources and resources contributed to the student's cognitive development. Considering that the period of intervention with the student occurred some obstacles in the course of the research. We obtained as a result, confirmation of the hypothesis, that the intervention guided by the EAM method and using the resources of the TA, it is possible to propose a meaningful and pleasant learning for people with Down Syndrome