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Authors
Advisor(s)
Abstract(s)
Este projeto tem como objetivo estudar a (i)literacia digital em docentes de
Educação Especial através de um estudo de caso.
O projeto procura, através do enquadramento teórico, recolher modelos que
ajudem a situar o docente de Educação Especial face às TIC.
Reconhecendo a importância destas, nomeadamente através do quadro legal
português, na formação de indivíduos portadores de deficiência, as tecnologias são
vistas como uma forma do indivíduo ultrapassar algumas das limitações que as suas
patologias acentuam.
As TIC são vistas neste ambiente como factor que poderá contribuir, em
grande escala, para a inclusão destes alunos, quer na escola, quer na sociedade em
geral.
Servindo-nos de entrevistas efetuadas a vários docentes de Educação Especial
e após caracterização dos mesmos face às novas tecnologias pudemos traçar um
plano de ação que, acreditamos, poderá ajudar no combate à iliteracia digital entre
docentes de Educação Especial contribuindo assim, numa linha de gestão e administração
escolar, para o sucesso escolar e pessoal de todos os alunos.
Procuramos com este projeto espelhar a preocupação que deve existir numa
organização escolar de contemplar e atender às necessidades de todos os agentes
educativos.
This project aims to study digital (i)literacy in Special Education teachers through a case study. The project aims, through the theoretical framework, to gather models that can help situate the Special Education teacher towards ICT. Recognizing the importance of these, namely through the Portuguese legal framework, in the training of individuals with disabilities, technologies are seen as a way for the individual to overcome some of the limitations that accentuate his pathologies. ICTs are seen in this environment as a factor that may contribute, in largescale, for the inclusion of these students, whether at school or in society in general. Throught interviews made to various Special Education teachers and after characterization of these regarding the new technologies, we developed a plan of action that we believe can help combat digital illiteracy among Special Education teachers, contributing, thus, in a management line and school administration, to the educational success and personal development of all students. We expect with this project to mirror the concern that there should be in an schoolar organization to contemplate and meet the needs of all educators.
This project aims to study digital (i)literacy in Special Education teachers through a case study. The project aims, through the theoretical framework, to gather models that can help situate the Special Education teacher towards ICT. Recognizing the importance of these, namely through the Portuguese legal framework, in the training of individuals with disabilities, technologies are seen as a way for the individual to overcome some of the limitations that accentuate his pathologies. ICTs are seen in this environment as a factor that may contribute, in largescale, for the inclusion of these students, whether at school or in society in general. Throught interviews made to various Special Education teachers and after characterization of these regarding the new technologies, we developed a plan of action that we believe can help combat digital illiteracy among Special Education teachers, contributing, thus, in a management line and school administration, to the educational success and personal development of all students. We expect with this project to mirror the concern that there should be in an schoolar organization to contemplate and meet the needs of all educators.
Description
Keywords
Educação especial (I)literacia digital TIC Inclusão Special education Digital (i)literacy ICT Inclusion
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação