Tecnologia assistiva nas aulas de educação física escolar para estudantes com transtorno do espectro autista

Abstract

The experience of listening to teachers leads us to notice repetitions of speeches that say something about the teacher's training, of which these subjects are part. This study has the main objective of understanding the use of Assistive Technology - AT with students with ASD in Basic Education, with the use of Digital Information and Communication Technologies - TDIC for students diagnosed with autism spectrum disorder - ASD and with specific objectives Verifying whether the use of AT in Physical Education classes, propose ICT activities, using AT thinking about teacher training to include the studied public, observe the pedagogical practice of PE teachers identifying the use of AT for students with ASD. The study is based on qualitative research with an action research approach. The research subjects are Elementary School Physical Education (PE) teachers, whose instruments are: observation, teacher planning and focus group interviews. Therefore, to carry out this study, 3 schools from the Maceió municipal network were selected. For the study of data analysis, content analysis was chosen. The results of this study aim to contribute to expanding knowledge of these practical methodologies with technologies, aiming at the effective inc lusion, not only of students with ASD, but of any student who needs of specific methodological strategies based on and adapted to their realities to facilitate learning. Three PE teachers who worked at the school and who had or have had students with autism in their classes participated in the research. To collect the data, the following were used: observation, semi- structured interviews, reformulation of the teacher's planning, field diary of reflective sessions on the adaptation of teacher training, developed in fifteen meetings. Through the chosen research methodology, a partnership was established between researcher and teachers. To analyze the data, content analysis was used, with a thematic categorization according to the specific objectives of the work. Data analysis revealed that there had been no continuing training in the area of physical education for more than 10 years. Furthermore, it was noted that, even in the face of difficulties, teachers sought to build inclusive strategies with AT, but still based on previous experiences and training and after training the researcher in the area of knowledge in AT. Action research enabled the development of new inclusive bodily experiences; the union of teachers; and the involvement of other education professionals in the school. In view of this, continued in service training was carried out in favor of the inclusion of students wit h ASD. It is suggested that this work can be expanded among other Physical Education teachers in the city of Maceió-AL, both from public and private schools, to expand knowledge of these body practice methodologies, aiming at effective inclusion, not only of students with autism , but for any student who needs specific methodological strategies based on technologyand adapted to their realities to facilitate learning.