Banca de QUALIFICAÇÃO: FRANCISCO GARRIDO DO NASCIMENTO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FRANCISCO GARRIDO DO NASCIMENTO
DATE: 01/07/2026
TIME: 09:00
LOCAL: remoto via meet
TITLE:

DIGITAL TECHNOLOGIES IN INDIVIDUALIZED EDUCATIONAL PLANNING: STRATEGIES FOR THE INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN THE SCHOOL CONTEXT

KEY WORDS:

Special Education. School Inclusion. Autism. Digital Technologies. Individualized Educational Plan

PAGES: 120
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

Education, as an inalienable human right, aims at the full development of the individual in their multiple dimensions, with the school being the instance responsible for promoting this formation in a conscious and objective manner. Claiming school inclusion implies ensuring the right to co-presence and joint learning, which demands the recognition of students' singularities and the elaboration of individualized teaching plans. In this context, the present study investigates how the practices of teachers who work in specific curricular components can benefit from Digital Information and Communication Technologies (DICTs) to favor the development of Individualized Educational Plans (IEP). The focus is on the Target Audience of Special Education (TASE), with an emphasis on students with Autism Spectrum Disorder (ASD). The general objective is to describe the perceptions, experiences, and practices of regular class teachers, special education teachers, and Specialized Educational Service (SES) teachers, as well as the management team, families, and the students themselves. Methodologically, a descriptive research approach was adopted, using participant observation, questionnaires, and semi-structured interviews as collection instruments. Data analysis was based on Thematic-Categorical Content Analysis (Bardin, 2016), aiming to ensure the robustness and scientific validity of the findings. Preliminary findings indicate gaps in teachers’ initial training, as many educators lack the tools and structured time necessary for planning and often work in a fragmented manner, disconnected from the support network school coordination, and families. Consequently, the implementation of the Individualized Educational Plan (IEP) frequently faces challenges in ensuring the accessibility of complex content, particularly in the absence of effective collaboration among school professionals.

COMMITTEE MEMBERS:
Presidente - 3144003 - GESSICA FABIELY FONSECA
Interno - ***.635.938-** - EDUARDO JOSE MANZINI - UNESP
Externa à Instituição - DANDARA QUEIROGA DE OLIVEIRA SOUSA - UERN