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A perceção dos professores do 1º ciclo do ensino básico e de educação especial face à utilização das TIC para o ensino/aprendizagem de alunos com Trissomia 21
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Advisor(s)
Abstract(s)
A utilização das Tecnologias de Informação e Comunicação (TIC), na área da
educação, tem-se revelado um suporte às aprendizagens dos alunos com Trissomia 21 e
com Necessidades Educativas Especiais (NEE), em geral, proporcionando-lhes o
desenvolvimento das suas capacidades e competências funcionais, para além de facilitar
uma maior inclusão na escola e na sociedade.
Existem cada vez mais estudos sobre a utilização das Tecnologias de Informação
e Comunicação com alunos com NEE e em particular com Trissomia 21.
Contudo, não foram encontrados estudos realizados no Algarve relativamente a
esta temática.
O presente estudo tem como objetivo geral conhecer a perceção dos Professores
do 1.º Ciclo do Ensino Básico e de Educação Especial, face à utilização das TIC no
ensino/aprendizagem dos alunos com Trissomia 21, das escolas públicas da região do
Algarve.
Trata-se de um estudo descritivo e de natureza quantitativa, no qual se optou por
recolher os dados através da utilização de um inquérito por questionário, que foi
preenchido por cento e trinta professores do 1.º Ciclo e de Educação Especial.
Pode-se concluir que, em geral, os professores dão muita importância à
utilização das TIC para o ensino/ aprendizagem dos alunos com Trissomia 21.
A maioria dos docentes que trabalha ou já trabalhou com alunos com Trissomia
21 recorre às TIC no processo de ensino/ aprendizagem de alunos, contudo, excetuando
a utilização do computador, a utilização das demais tecnologias é pouco frequente.
Nos docentes com especialização existe uma maior perceção de boa preparação,
ao nível das TIC, de modo a utilizá-las na sua sala de aula e nomeadamente com alunos
com NEE, do que nos docentes sem especialização.
The use of Information and Communication Technologies (ICT), in the area of education, has been shown to support the learning of students with Trisomy 21 and Special Educational Needs (SEN), in general, providing them with the development of their abilities and functional skills, in addition to facilitating a greater inclusion in school and society. There are increasing studies on the use of Information and Communication Technologies with students with SEN and in particular with Trisomy 21. However, no studies were found in the Algarve regarding this problematic. The main goal of this study is to know the perception of teachers in Primary Education and Special Education, regarding the use of ICT in teaching / learning of students with Trisomy 21, in public schools in the Algarve region. This is a descriptive and quantitative study for which we decided to collect data by means of a questionnaire survey, which was answered by one hundred and thirty teachers of Primary Education and Special Education. We can conclude that, in general, teachers attach great importance to the use of ICT for teaching / learning of students with Trisomy 21. Most of the teachers who work or have worked with students with Trisomy 21 use ICT in the teaching / learning process. However, except for the use of computers, the use of other technologies is infrequent. Among specialized teachers there is a great perception of good preparation in terms of ICT in order to use them in their classroom, especially with students with SEN, than in non-specialized teachers.The use of Information and Communication Technologies (ICT), in the area of education, has been shown to support the learning of students with Trisomy 21 and Special Educational Needs (SEN), in general, providing them with the development of their abilities and functional skills, in addition to facilitating a greater inclusion in school and society. There are increasing studies on the use of Information and Communication Technologies with students with SEN and in particular with Trisomy 21. However, no studies were found in the Algarve regarding this problematic. The main goal of this study is to know the perception of teachers in Primary Education and Special Education, regarding the use of ICT in teaching / learning of students with Trisomy 21, in public schools in the Algarve region. This is a descriptive and quantitative study for which we decided to collect data by means of a questionnaire survey, which was answered by one hundred and thirty teachers of Primary Education and Special Education. We can conclude that, in general, teachers attach great importance to the use of ICT for teaching / learning of students with Trisomy 21. Most of the teachers who work or have worked with students with Trisomy 21 use ICT in the teaching / learning process. However, except for the use of computers, the use of other technologies is infrequent. Among specialized teachers there is a great perception of good preparation in terms of ICT in order to use them in their classroom, especially with students with SEN, than in non-specialized teachers.
The use of Information and Communication Technologies (ICT), in the area of education, has been shown to support the learning of students with Trisomy 21 and Special Educational Needs (SEN), in general, providing them with the development of their abilities and functional skills, in addition to facilitating a greater inclusion in school and society. There are increasing studies on the use of Information and Communication Technologies with students with SEN and in particular with Trisomy 21. However, no studies were found in the Algarve regarding this problematic. The main goal of this study is to know the perception of teachers in Primary Education and Special Education, regarding the use of ICT in teaching / learning of students with Trisomy 21, in public schools in the Algarve region. This is a descriptive and quantitative study for which we decided to collect data by means of a questionnaire survey, which was answered by one hundred and thirty teachers of Primary Education and Special Education. We can conclude that, in general, teachers attach great importance to the use of ICT for teaching / learning of students with Trisomy 21. Most of the teachers who work or have worked with students with Trisomy 21 use ICT in the teaching / learning process. However, except for the use of computers, the use of other technologies is infrequent. Among specialized teachers there is a great perception of good preparation in terms of ICT in order to use them in their classroom, especially with students with SEN, than in non-specialized teachers.The use of Information and Communication Technologies (ICT), in the area of education, has been shown to support the learning of students with Trisomy 21 and Special Educational Needs (SEN), in general, providing them with the development of their abilities and functional skills, in addition to facilitating a greater inclusion in school and society. There are increasing studies on the use of Information and Communication Technologies with students with SEN and in particular with Trisomy 21. However, no studies were found in the Algarve regarding this problematic. The main goal of this study is to know the perception of teachers in Primary Education and Special Education, regarding the use of ICT in teaching / learning of students with Trisomy 21, in public schools in the Algarve region. This is a descriptive and quantitative study for which we decided to collect data by means of a questionnaire survey, which was answered by one hundred and thirty teachers of Primary Education and Special Education. We can conclude that, in general, teachers attach great importance to the use of ICT for teaching / learning of students with Trisomy 21. Most of the teachers who work or have worked with students with Trisomy 21 use ICT in the teaching / learning process. However, except for the use of computers, the use of other technologies is infrequent. Among specialized teachers there is a great perception of good preparation in terms of ICT in order to use them in their classroom, especially with students with SEN, than in non-specialized teachers.
Description
Keywords
Professores Perceção Tecnologias de Informação e Comunicação Necessidades educativas especiais Inclusão Trissomia 21 Teachers Perception Information and communication technologies Special educational needs Inclusion Trisomy 21