Uso de tecnologia assistiva no atendimento pedagógico domiciliar : processo de ensino de estudante com atrofia muscular espinhal (AME) tipo 1

Abstract

Spinal Muscular Atrophy (SMA) is a progressive genetic condition that results in muscle weakness due to degeneration of motor neurons. Students with SMA Type 1 face communication challenges due to their clinical condition. Home Pedagogical Assistance (APD) adapts teaching to the home environment for these students, and Assistive Technology, such as Alternative Communication, is essential to facilitate access to learning. However, there is a lack of studies on the effects of these technologies on teaching students with Type 1 SMA in a home environment. Given this, this research aims to fill this gap by investigating how AT, especially CA, can contribute to the teaching process of students with Spinal Muscular Atrophy (SMA) type 1 in the context of Home Pedagogical Care (APD). Therefore, the objective of this work is to investigate the contribution of using Assistive Technology, especially Alternative Communication, in the teaching process of students with Spinal Muscular Atrophy (SMA) type 1 in the context of Home Pedagogical Care (APD). To this end, the research adopted a qualitative approach at an exploratory level, using the Case Study method. The study, which began in September 2023, was conducted in the city of Cuiabá, Mato Grosso, Brazil, covering both the student's residence and the state school unit where she was enrolled, attending the 2nd year of high school. The data collection instruments included semi-structured interviews, application of questionnaires with open questions, consultation of the student's school documents such as reports and portfolio, participant observation of the activities carried out with the student in the Chemistry discipline. The analysis of the interviews was carried out using the Data Triangulation methodology, identifying the student's needs in the use of Assistive Technology. There was a positive reception to the communication boards, which helped to reduce communication barriers and facilitated access to educational content. Student engagement varied depending on the functionality of the AT tools, showing intense participation when understood and instability when not understood. Furthermore, there was a need for greater integration between those involved in the educational process, as well as a deeper understanding of APD and AT. The importance of investments in advanced technologies is highlighted, aiming to increase student autonomy in using the computer, facilitating academic development and promoting more active inclusion in pedagogical activities. The importance of investing in continuous research in the area of Home Pedagogical Care and Assistive Technology is also highlighted, to improve educational practices and ensure that innovative and appropriate solutions are continually developed and implemented to meet the needs of students.