A utilização de recursos tecnológicos como mediadores no processo de ensino e de aprendizagem de uma aluna com transtorno do espectro autista: um estudo de caso

Abstract

Technologies are present in our daily lives, and in school it would not be different. In the Special Educational Service (SES) for students with autism, technology usage aims to contribute and enhance students' learning process and to help in the socialization process. In this sense, the objective of this study was to develop, apply and evaluate a pedagogical plan in the form of lesson plans, using technological resources as mediators of the teaching and learning processes of a student with autism in the multipurpose room. The research problem that subsidized the study was: how should the special educator plan and organize teaching materials that use technological resources as mediators in the teaching and learning process of students with autism? The research presented a qualitative approach, in the form of a case study, having as participant subject a second-grade student of elementary education, from a public school in the municipality of Santa Maria/RS. The lesson plans were developed within Leffa’s Recursive Cycle (2007), having as stages the analysis, development, implementation and evaluation. Results showed that the use of technological resources, specifically with this student, collaborated with the development of social, pedagogical and cognitive skills. Thus, it can be considered that the use of the recursive cycle in SES was of paramount importance to enhance and facilitate the learning process of the student with autism as much as it may be when used with other students targeted by special education.