A informática na educação especial e a questão da autonomia

Abstract

More demanding than the Regular Education, the Special Education which besides inserting the special students in the social and educational context, searches new resources to develop the integration processes of theirs; following this thought is that this dissertation is justified, aiming: to investigate how the computer dealing provides with autonomy for the student with special educational needs, availabling a general field about this Modality of Teaching. Pointing out that every individual, attended in a different way is able to perform daily tasks in a satisfactory way, not as a passive person, but as an acting person in the social changes. Therefore, the problem of special students who need support is driven, to reach a real rate of inclusion, achieving intellectual autonomy; free, therefore, from coactions and analog and heteronymous approach, leading to the autonomy conquering that is essential for the identity building of people that expect to overcome their inabilities. Although there is concern with all the deficiencies, this paper traced a general approach of the physical, sensorial and mental deficiencies. The comprehension of autonomy idea in the Special Education area was based on Piaget s theory. The research was performed in the following steps: a) behavior observation of 10 children compromised cognitively whose ages were between 8 and 17 years old in the city of Cascavel Pr during the use of two softwares; b) exploratory research with statistical quantitative data collect, through a questionnaire with computer dealing instructors who work with special students, about the interaction level with the computer and autonomy achievement front the use of softwares that enable the socialization of their ideas and the learning achievement; c) after the verification of the results, it was noticed that the computer dealing instructors have doubts about the mediation of the autonomy by the computer, what generated a interceptive practice about the autonomy during 1the use of educational softwares. The analysis of the results imposed the following conclusions: the students presented great enthusiasm when manipulating the proposed softwares and generated an autonomy condition through the interaction with the machine; as for the instructors, it was verified through the questionnaire, that they need to enhance their pedagogical knowledge about the computer; after the interceptive action it was verified that a positive change of opinions of these professionals about the work with computers at schools, thus serving as an interaction and autonomy achievement resource.