ANALYSIS OF KNOWLEDGE ABOUT ASSISTIVE TECHNOLOGY AMONG INSTRUCTORS OF A VOCATIONAL EDUCATION INSTITUTION
Special Education. Vocational Education. Technical Education
This study investigates the level of knowledge of vocational training instructors regarding assistive technology at a professional and technological education institution. Based on a descriptive approach and case study, with analysis of quantitative and qualitative data, the research seeks to identify the training gaps that influence the participation of students who are the target audience of special education in the institution's courses. To this end, semi-structured questionnaires were applied to instructors at the institution, analyzing their perceptions of inclusion, accessibility, and the use of assistive technology in the routine of training courses. From the results of 33 instructors from the selected institution, it was possible to identify the following categories and subcategories of analysis: a) Training and Knowledge regarding Special Education (courses regarding Special Education; experiences with students with Special Education needs); b) Training and Knowledge in Assistive Technology (courses regarding Assistive Technology; experience with services, resources, and procedures with Assistive Technology). c) Pedagogical support for the inclusion of students with disabilities and/or autism spectrum disorder (Guidance and courses for instructors offered by the institution; Support for students with disabilities and/or autism spectrum disorder by the institution); d) continuing education. The results indicate the need for continuing education regarding Special Education and Assistive Technology for the institution's instructors and the expansion of collaborative actions among professionals.