Efeitos da formação inicial de professores em Tecnologia Assistiva através de metodologia problematizadora

Abstract

The purposes of this study were to plan, implement and evaluate a Pre-service Teacher Training Program regarding the use of Assistive Technology and Augmentative and Alternative Communication. The effects of the program in the future teachers´ conceptions about disability, as well as their experience in teaching students with special needs were also investigated. An action research was conducted with 37 Pedagogy undergraduate students, 26 nonvocal students, and five teachers of a special education public school. The methodological procedures included a) questionnaires administered to the undergraduates in the beginning and the end of the Program, b) expositive classes and development of teaching activities by the undergraduates , specially tailored for students with special needs, according to the Problematization methodology - observation of the reality of classroom, selection of pedagogical problem, reflection about its determinants, hypothesis elaboration, review of the literature, elaboration, implementation, and evaluation of the teaching plan. Data showed that, following the Program, the future teachers successfully used Alternative Communication resources and strategies, as well as adapted pedagogical material and resources for accessing computer with their nonvocal students. Results additionally suggested positive changes in the undergraduates´ conceptions about disability, Assistive Technology and Augmentative and Alternative Communication. The study benefitted special school teachers, who learned about these resources, as well as the nonvocal students who enhanced their opportunities to communicate and socially interact.