Tecnologias da informação e comunicação e os objetos de aprendizagem: uma contribuição ao ensino inclusivo

Abstract

Currently, it is necessary to work on the issue of the evolution of Information and Communication Technologies (ICT) associated with Inclusive Education. In this sense, the present research questions whether the learning objects (OA) used through technological resources in the classroom can contribute to an inclusive education? This work had the objective of identifying these objects, which somehow collaborated and extended the inclusion of teaching to disabled students. Once the OAs were identified, a lesson plan was provided to the teachers as a model for the development of the activities. It was emphasized the importance of the teacher as a transformation agent in the classroom using ICT and the inclusion of disabled students. A questionnaire was made for teachers and monitors and the observation of the work in the classroom of three specific students from different classes and schools. The students followed were one with intellectual disability, one deaf and one autistic student. The methodology adopted was the inductive research, with the qualitative approach and Case study method, and an exhaustive study of the subject was carried out. As a result of the research, the OAs that contributed to teaching and inclusion were identified. However, professionals complain about the lack of capacity to deal with ICT in the classroom, which results in insecurity when using OAs in their pedagogical practices. This fact demonstrated the importance of constructing the lesson plan for the best development of OA activities.