Special and Inclusive Education: Assistive Technology in the Care of Students with Autism and Other Conditions

• Grant number: 25/01279-6
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Start date: April 01, 2025
• End date: March 31, 2027
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Vera Lucia Messias Fialho Capellini
• Grantee: Verônica Lima dos Reis
• Host Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil
• Associated research grant: 24/01132-2 - Multidisciplinary Center for the Development of Assistive Technology (MCDAT), AP.CCD

Abstract

Quality education is guaranteed by the Federal Constitution of Brazil, the Law of Guidelines and Bases of National Education and the Brazilian Law of Inclusion. This study aims to develop continuing education in a hybrid format for teachers of the basic network of public schools in the state of SP on Assistive Technology for accessibility of students with ASD and other conditions. The specific objectives involve: a) mapping the national and international context regarding the panorama of digital pedagogical materials for the inclusion of students with ASD; b) verifying which digital pedagogical materials present accessibility for the public with ASD with or without dual condition; c) developing accessibility in digital pedagogical materials for students with ASD with or without dual condition; d) testing digital pedagogical materials for students with ASD with or without dual condition; e) developing continuing education for teachers of public schools in the state of São Paulo. Method: This is an action research, with qualitative and quantitative data treatment; the procedures will be divided into stages: 1) review of national and international literature; 2) development of accessibility in teaching materials; 3) continuing education. In the first stage, national and international databases will be reviewed, listing teaching materials that present scientific evidence regarding the learning of people with disabilities. In the second stage, the listed materials will be subjected to an assessment of accessibility for the public with ASD and usability for other audiences, based on Universal Design for Learning. In the third stage, testing of the materials with accessibility will occur simultaneously with the continuing education of educators, so that the teachers themselves evaluate their effectiveness while at the same time being trained in the use of AT; the training of educators will be in a hybrid format and the aim is to have the structure of the Unesp campuses for in-person meetings. Thus, the aim is for public school teachers from 24 cities in the state of São Paulo (those that have Unesp campuses) to participate. The following instruments will be used for data collection: Sociodemographic information questionnaire; Questionnaire on AT knowledge; Social Skills Inventory; Questionnaire to identify attitudinal barriers to accessibility; Observation guide; Index for inclusion; Likert Scale of Social Attitudes towards Inclusion; Instrument for assessing student learning. The data collection will be carried out online through the provision of the Virtual Learning Environment of Unesp in two moments, before the beginning of the training and after its completion. To develop the different stages of this project, the proponent will monitor and guide a work team formed by undergraduate and graduate students - Scientific Initiation, Master's and Doctorate scholarship holders - who will develop their studies according to the objectives proposed here. The expected goals are: to provide accessible pedagogical instruments that favor the teaching and learning process of different audiences; to enable educators to use AT for the teaching and learning process of students with ASD and other conditions; to contribute to the mitigation of attitudinal barriers of education professionals; contribute to the development of inclusive cultures and practices and, therefore, to inclusion and social equity; promote the development of research skills for undergraduate and graduate students; contribute to scientific development, especially in the area of special education from an inclusive perspective; disseminate results in academia through the publication of articles and especially in school communities to promote the use of AT as a tool for teaching and learning for students eligible for special education.