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Abstract(s)
O facto de uma criança apresentar Paralisia Cerebral (PC), no paradigma
escolar atual, é o mesmo que dizer que apresenta uma Necessidade Educativa
Especial de caráter permanente no domínio motor. Esta necessidade educativa
retrata-se no facto que esta perturbação, nas suas diferentes expressões, poder ser
considerada uma barreira às aquisições académicas. Um dos instrumentos
institucionais, essenciais, para a intervenção atempada nestes casos trata-se das
Equipas de Intervenção Precoce. Estas equipas munidas de técnicos especializados,
intervêm no crescimento e no desenvolvimento das capacidades humanas inerentes à
criança. Esta precocidade promove a autonomia e a redução das limitações funcionais
do indivíduo. Uma das ferramentas a que estes técnicos podem recorrer para
contornarem as barreiras motoras, cognitivas e de comunicação, são as Tecnologias
de Informação e Comunicação (TIC). A construção e utilização de Softwares
Educativos adaptados às necessidades próprias dos indivíduos com PC, possibilitam a
utilização de ferramentas didáticas que podem contribuir de forma eficaz no processo
ensino-aprendizagem e na construção do conhecimento.
Neste sentido procurou-se perceber a importância da utilização das TIC na
inclusão de uma criança com PC no pré-escolar. A investigação realizada neste
âmbito insere-se na metodologia qualitativa, tendo-se recorrido nomeadamente ao
estudo de caso. Observou-se a utilização, por parte de uma criança, do Software
MagicEye, na execução de jogos educativos, nas áreas da linguagem, matemática,
entre outras. Foram ainda entrevistados elementos da família (mãe) e do contexto
educativo (educadora de infância e professora de educação especial).
Este software revelou-se facilitador da interação social da criança, sobretudo
ao nível da comunicação com os seus pares e adultos no contexto pré-escolar.
In today's education context, when a child is affected by Cerebral Palsy (CP), it is equivalent to saying it presents a permanent Special Education Need in the domain of movement. This education need reflects itself on the fact that this disorder, in its several expressions, can be considered as a barrier to scholar development. One of the essential institutional tools for a timely intervention in these cases are the Early Intervention Teams. These teams, equipped with specialized technicians, increase and development the child related human capacities. This early intervention promotes autonomy and a reduction of the individual's functional limitations. Some of the tools these technicians may use to reduce cognitive and communication barriers are the Information and Communication Technologies (ICT). The development and use of Educational Software adapted to the specific needs of CP individuals, allow the use of didactic tools which may effectively contribute to the teaching-learning process and to the construction of knowledge. In this sense, we tried to understand the importance of the use of ICT in the inclusion of a child with CP in preschool education. We used case study qualitative methodology. The observation of a child's use of the software MagicEye, while playing educational games in the areas of language, mathematics and others as well as the interview of his mother and teachers, were the techniques used to data collection. This software was an enabler of child social interaction and a communication channel with his colleagues and adults in the pre-school environment.
In today's education context, when a child is affected by Cerebral Palsy (CP), it is equivalent to saying it presents a permanent Special Education Need in the domain of movement. This education need reflects itself on the fact that this disorder, in its several expressions, can be considered as a barrier to scholar development. One of the essential institutional tools for a timely intervention in these cases are the Early Intervention Teams. These teams, equipped with specialized technicians, increase and development the child related human capacities. This early intervention promotes autonomy and a reduction of the individual's functional limitations. Some of the tools these technicians may use to reduce cognitive and communication barriers are the Information and Communication Technologies (ICT). The development and use of Educational Software adapted to the specific needs of CP individuals, allow the use of didactic tools which may effectively contribute to the teaching-learning process and to the construction of knowledge. In this sense, we tried to understand the importance of the use of ICT in the inclusion of a child with CP in preschool education. We used case study qualitative methodology. The observation of a child's use of the software MagicEye, while playing educational games in the areas of language, mathematics and others as well as the interview of his mother and teachers, were the techniques used to data collection. This software was an enabler of child social interaction and a communication channel with his colleagues and adults in the pre-school environment.
Description
Keywords
Intervenção Precoce Paralisia Cerebral Tecnologias de Informação e Comunicação Softwares Educativos (MagicEye) Early intervention Cerebral Palsy Information and Communication Technologies Educational Software (MagicEye).
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu