A integração das tecnologias ao currículo inclusivo de crianças com TEA: um estudo de caso

Abstract

This research aims to reflect and propose to analyze the use of Digital Information and Communication Technologies (DICT) in the process of inclusion of children with Autism Spectrum Disorder (ASD) and to point out possible ways to work in the classroom with these children. The specific objectives are: 1) To identify the concept of inclusive education curriculum present in brazilian legislation; 2) To analyze adaptations made with the use of DICT in the process of inclusion of a child with ADT in the regular classroom of basic education. The investigation has a qualitative character and to answer the problem question and to the objective were used the documentary analysis of the brazilian legislation related to the inclusion, the observation of a student with ADT in the regular classroom of a private school in São Paulo for two months and semi-structured interviews with the subjects involved in the process of inclusion of this student. The analysis of the collected data shows that there is no consensus regarding the concept of inclusive curriculum in the Brazilian legislation related to inclusion. It was highlighted in this study that the partnership between the family, the school and the professionals who assist the child with ADT is an important and determinant component in the construction of an inclusive curriculum. The clear division of the functions that each one of the subjects must exercise and a constant evaluation on the work developed are factors that structured this studied case. Curricular adaptations are indicated, since they are carried out in a way that does not completely differentiate the curriculum of the subjects with disabilities, from that proposed for the other students. The human resources of the school, its teachers, counselors, directors and families, allied to the pedagogical approach adopted by the institution, were more relevant than the DICTs in the inclusion process. The development of the subject's autonomy, of his cognitive and social capacities, through the use of adaptations, were some aspects observed in the participant student of this study. The research identified that for a school to constitute itself as an inclusive space in fact, for all subjects, whether or not they are individuals with disabilities, it is necessary to invest in the training of teachers; incentives for training and lifelong learning; in the school space; in meetings between those involved in the learning process; in a continuous process of reflection-action-reflection (FREIRE, 2017). The DICTs are resources that can help in this process, favoring that reasonable adaptations be made. However, the School must transform itself, through the formation of support networks, with a good theoretical foundation. All this process must be registered, so that there can be an evaluation and constant restructuring