{"id":66410,"date":"2021-11-30T15:21:13","date_gmt":"2021-11-30T15:21:13","guid":{"rendered":"https:\/\/www.kriativ-tech.com\/?p=66410"},"modified":"2022-01-04T14:27:24","modified_gmt":"2022-01-04T14:27:24","slug":"it-integration-in-inclusive-education","status":"publish","type":"post","link":"http:\/\/www.kriativ-tech.com\/?p=66410","title":{"rendered":"IT Integration in Inclusive Education"},"content":{"rendered":"

[vc_row][vc_column width=”1\/2″][vc_custom_heading heading_semantic=”p” text_font=”font-213936″ text_size=”h5″ text_height=”fontheight-843833″]Kriativ-tech Volume 1, Issue 9, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Oct. 11, 2021.[\/vc_custom_heading][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]Authors[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_size=”h5″ uncode_shortcode_id=”140900″]Carla Sousa, Escola de Ci\u00eancias e Tecnologia, Departamento de Engenharias Universidade de Tr\u00e1s-os-Montes e Alto Douro[\/vc_custom_heading][\/vc_column][vc_column width=”1\/2″][vc_custom_heading]Media[\/vc_custom_heading][vc_button button_color=”accent” border_animation=”btn-ripple-out” border_width=”0″ link=”url:http%3A%2F%2Fwww.kriativ-tech.com%2Fwp-content%2Fuploads%2F2021%2F11%2FCarla-Sousa.pdf|target:_blank” button_color_type=”uncode-palette” uncode_shortcode_id=”483026″]PDF[\/vc_button][vc_custom_heading heading_semantic=”h4″ text_size=”h4″]To cite this article[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_size=”h6″ uncode_shortcode_id=”760180″]Carla Sousa, IT Integration in Inclusive Education <\/strong><\/p>\n

DOI: 10.31112\/kriativ-tech-2021-10-65[\/vc_custom_heading][\/vc_column][\/vc_row][vc_row row_height_percent=”0″ overlay_alpha=”50″ gutter_size=”1″ column_width_percent=”100″ shift_y=”0″ z_index=”0″][vc_column column_width_percent=”100″ gutter_size=”0″ override_padding=”yes” column_padding=”1″ overlay_alpha=”50″ shift_x=”0″ shift_y=”0″ shift_y_down=”0″ z_index=”0″ medium_width=”0″ mobile_width=”0″ width=”1\/1″][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]Abstract[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_font=”font-213936″ text_size=”h5″ text_height=”fontheight-843833″ uncode_shortcode_id=”128204″]Promoting contextualised and meaningful learning is a peremptory issue in an inclusive school. The motivation for this study was based on the observation of the difficulties and adaptations of educational practice around children and young people with specific needs. It was verified the scarcity of free technological resources at national level, the need to use international software and the difficulties experienced by teachers and technicians in adapting educational models due the lack of training in the area of information and communication technologies. This study aims to identify the software and educational digital resources aimed at special education existing in three clusters, the difficulties experienced by teachers and technicians in adapting materials and the importance of new technologies in inclusive education. To this end, a survey was used as a research method in the School Groups of Entroncamento, Vila Nova da Barquinha and Torres Novas with the participation of special education groups and specialised technicians. Its access was made available to participants via email, the data gathered were subjected to a qualitative and quantitative analysis, with exploratory descriptive analysis in the objective questions and content analysis in the descriptive ones. Additionally, a literature review was conducted around technology and inclusive education based on articles published in the B-On scientific database. After the selection, 6 studies were considered as the final sample of the investigation. The main results of the research carried out, point to the importance of technological resources in optimizing inclusive education, particularly in students with specific needs. The scarcity of materials that allow the adaptability of content to the specificities of students and the lack of training of professionals in the area of ICT.[\/vc_custom_heading][vc_empty_space empty_h=”2″][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]Keywords[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_size=”h5″ uncode_shortcode_id=”878913″]Technology in Inclusive Education, Inclusion, Special Education.[\/vc_custom_heading][\/vc_column][\/vc_row][vc_row][vc_column column_width_percent=”100″ gutter_size=”0″ overlay_alpha=”50″ shift_x=”0″ shift_y=”0″ shift_y_down=”0″ z_index=”0″ medium_width=”0″ mobile_width=”0″ width=”1\/1″][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]References[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_font=”font-213936″ text_size=”h5″ text_height=”fontheight-843833″ uncode_shortcode_id=”120410″]1) Bardin, L. Analise de conte\u00fado. Lisboa: Editora 70,1977<\/p>\n

2) Biazus. G. Ferreira; Rieder. C. Roberto Mello (2019), Uso da Tecnologia Assistiva na Educa\u00e7\u00e3o Inclusiva no Ambiente Escolar: Revis\u00e3o Sistem\u00e1tica, Revista Educa\u00e7\u00e3o Especial. ISSN:1984-686X.<\/p>\n

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15) Revista Tecn\u00e9, Episteme y Didaxis. A no 2018. N\u00famero Extraordin\u00e1rio. ISSN impreso: 0121-3814, ISSN web: 2323-0126 Mem\u00f3rias, Octavo Congreso Internacional de formaci\u00f3n de Profesores de Ci\u00eancias para la Construcci\u00f3n de Sociedades Sustentables. Octubre 10, 11 Y 12 de 2018, Bogot\u00e1<\/p>\n

16) Trevisan, J. G.; Barba, P. C. S. D. Reflex\u00f5es acerca da atua\u00e7\u00e3o do terapeuta ocupacional no processo de inclus\u00e3o escolar de crian\u00e7as com necessidades educacionais especiais. Cadernos de Terapia Ocupacional da UFSCar, S\u00e3o Carlos, v. 20, n. 1, p. 89-94, 2012. Dispon\u00edvel em: http:\/\/doi.editoracubo.com.br\/10.4322\/cto.2012.010, Acesso em: 07 julho 2021.[\/vc_custom_heading][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"

Carla Sousa, Escola de Ci\u00eancias e Tecnologia, Departamento de Engenharias Universidade de Tr\u00e1s-os-Montes e Alto Douro
\nDOI: 10.31112\/kriativ-tech-2021-10-65<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[70],"tags":[],"_links":{"self":[{"href":"http:\/\/www.kriativ-tech.com\/index.php?rest_route=\/wp\/v2\/posts\/66410"}],"collection":[{"href":"http:\/\/www.kriativ-tech.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/www.kriativ-tech.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/www.kriativ-tech.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.kriativ-tech.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=66410"}],"version-history":[{"count":3,"href":"http:\/\/www.kriativ-tech.com\/index.php?rest_route=\/wp\/v2\/posts\/66410\/revisions"}],"predecessor-version":[{"id":66437,"href":"http:\/\/www.kriativ-tech.com\/index.php?rest_route=\/wp\/v2\/posts\/66410\/revisions\/66437"}],"wp:attachment":[{"href":"http:\/\/www.kriativ-tech.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=66410"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/www.kriativ-tech.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=66410"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/www.kriativ-tech.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=66410"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}