包容性特殊教育:多功能教室数字教育资源的使用

Arlete Vilela de Faria, Estela Aparecida Oliveira Vieira, R. X. Martins
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引用次数: 1

摘要

本文是一份研究报告,旨在调查米纳斯吉拉斯州南部公立学校多功能资源室教师对数字教育资源的使用情况。所采用的方法是定量-定性的,通过问卷调查和对参与教师的半结构化访谈收集数据。来自29个城市公立学校的70名教师受到邀请,40人同意参加。通过对数据的三角测量和分析,确定了构成特殊教育现场实践的基本要素,其中包括缺乏对多功能资源室学生残疾的诊断。确定的另一个相关问题是专业人员的初步培训不足,没有深入探讨这一主题。因此,继续教育成为在特殊和包容性教育以及数字信息和通信技术领域建立知识的迫切需要。调解和数字技术的使用之间存在分歧。也许是因为在大多数情况下,分析数字教育资源并没有在教学和内容之间的衔接上带来重大变化。研究结果表明,有必要在课程、多功能资源室中可用的技术资源、学生需求和教师的教学中介之间建立更大的关系。
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Educação Especial Inclusiva: uso de Recursos Educacionais Digitais nas Salas Multifuncionais
This paper is a research report that aimed to investigate the use of Digital Educational Resources by teachers in the Multifunctional Resource Rooms of public schools in Southern Minas Gerais that rely on this resource. The approach adopted was quantitative-qualitative with data collection through a questionnaire and semi-structured interviews with the participating teachers. The 70 teachers from state schools in 29 cities were invited and 40 agreed to participate. From the triangulation and analysis of the data, essential elements that make up the in loco practice of special education were identified, among them, the lack of diagnosis of disability of the students attended in the Multifunctional Resource Rooms. Another relevant point identified was the deficit in the initial training of the professional, which does not address the theme in-depth. As a result, continuing education becomes a pressing need for the building of knowledge both in the field of special and inclusive education and digital information and communication technologies. Dissonances were found about mediation and the use of digital technologies. Perhaps because in most cases analyzed the digital educational resources didn't bring significant changes in the articulation between teaching and content. The results demonstrate to be necessary to establish a greater relationship between curriculum, technological resources available in the Multifunctional Resource Rooms, students demands and the pedagogical mediation of the teacher.
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