Sala de recursos multifuncionais e o uso das tecnologias assistivas: na perspectiva dos professores

Abstract

This article reports the experience through field research, with the goal to diagnose and provide reflections on the use of Assistive Technologies (TAs), with teachers of multifunctional resource classrooms and regular classrooms of two public schools in the city of Uruguaiana, being a municipal and another of state. Therefore, it is a challenge even for many teachers develop special educational care and regular classes for pupils with special educational needs, with the use of Information and Communication Technology (ICT's) and Assistive Technologies (TA)s, these technologies that are present in resource rooms and multifunctional that reflect adaptations in regular classrooms. Some important factors that require observation are: the pedagogical training or upgrading of teachers; difficulties encountered by teachers with training in the area of special education in using the Assistive Technologies (TA); the involvement of the school about the use of Information and Communication Technology (ICT's) as Assistive Technologies (TAs); the knowledge of professionals about the Assistive Technologies (TAs) found at school; contemplation of the number of students included in the special educational care. Several factors require improvements. The results reported in this article reflect the reality of schools and had good acceptance and participation of the teachers involved.