Banca de QUALIFICAÇÃO: SHIRLEY ALINE DO NASCIMENTO ALONSO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : SHIRLEY ALINE DO NASCIMENTO ALONSO
DATE: 15/07/2026
TIME: 08:30
LOCAL: UNIVERSIDADE FEDERAL DE RONDÔNIA - CAMPUS DE JI-PARANÁ (SALA VIRTUAL - GOOGLE MEET)
TITLE:

Assistive technology and universal design for learning in teacher training for literacy of students with ASD.

KEY WORDS:

Inclusive Education; Teacher Training; UDL; Assistive Technology; Autism Spectrum Disorder.

PAGES: 270
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This research focuses on Assistive Technology (AT) and Universal Design for Learning (UDL) in teacher training aimed at the literacy of students with ASD. The study starts from the identification of the increase in enrollment of these students with ASD in regular classes and the need for accessible, flexible, and inclusive teaching practices, as well as training processes that support teachers' work in the face of the demands of Inclusive Education. In this context, the question arises: what are the formative impacts, in light of UDL, on teacher training focused on the literacy of students with ASD, with an emphasis on the use of AT? The general objective is to evaluate the development and implementation of a continuing education proposal on the use of AT, in light of UDL, aimed at teachers working in regular classrooms with students with ASD, in the 1st and 2nd grades of Elementary Education. Methodologically, this is a Developmental Research with a qualitative approach, involving four teachers from a school located in the state of Rondônia. For data collection, classroom observations, initial and final questionnaires, study of the School Pedagogical Project (PPE), analysis of lesson plans, and records of pedagogical practices were used. The data analysis was based on content analysis techniques. Among the main results and discussions, the situational diagnosis revealed pedagogical barriers, formative limitations, and weaknesses in the development of accessible strategies aimed at the literacy of students with ASD. In the literature review, studies revealed advances in the use of ICT, AAC, and AT in inclusive practices, highlighting AAC as a resource that enhances communication and learning for students with learning disorders.The educational product consisted of a guiding manual for teachers subsidized by UDL for the use of AT in literacy for students with ASD. In the judges' evaluation stage, the guiding manual received comments on the coherent articulation between UDL and AT, clear organization in progressive modules, diversified formative strategies, and the practical feasibility and applicability of the product based on the participants' training demands. Finally, in the analysis and validation of the product, it was evident that ongoing training for literacy teachers on the use of AT in light of UDL for the literacy of students with ASD expanded the pedagogical use of AT and the principles of UDL by the participants, as evidenced in the lesson plans created, which began to include accessible and inclusive strategies.It is concluded that the articulation between UDL, AT, and continuing education contributed significantly to the training of the participating teachers, providing support for planning and accessible pedagogical practices with the use of AT in the literacy of students with ASD.

COMMITTEE MEMBERS:
Interna - 1735827 - NEIDIMAR VIEIRA LOPES GONZALES
Interna - 2280702 - MARLENE RODRIGUES
Interna - 1309486 - JACQUELINE LIDIANE DE SOUZA PRAIS
Externo ao Programa - 1676549 - WENDELL FIORI DE FARIA - UNIRExterna à Instituição - ELIZABETE CRISTINA COSTA-RENDERS