Tecnologia Assistiva nas Políticas de Educação Especial na Perspectiva da Educação Inclusiva no Município de Curitiba – Paraná

Abstract

Inclusive Education required new educational methods and practices and among them is the use of Assistive Technology (T.A.) for the target student of Special Education (PAEE). This dissertation intends to demonstrate the relevance of THE for paee students and in the same way investigates the Brazilian Educational Legislation, especially in Special and Inclusive Education, in the municipality of Curitiba and in the State of Paraná, since, the legislation support in this State, the alternative of choosing enrollment, by parents/guardians, with regard to the target public student of Special Education. . The general objective was defined as follows: To investigate how the Brazilian Special and Inclusive Education Policy, the State of Paraná and the Municipality of Curitiba conceive and guide the work with Assistive Technology in regular schools. The specific objectives were delimited to: Identify the conceptions of T. A.; Understand the Brazilian Laws, the State of Paraná and the Municipality of Curitiba related to Special and Inclusive Education, Multifunctional Resource Room - SRM and Assistive Technology - T. A.; To characterize the proposals to work with T.A. in the RMS of regular schools, present in the National Policy of Special and Inclusive Education, in the State Policy of Special Education of Paraná and in the Municipal Policy of Special Education of the Municipality of Curitiba. It also presents the research conducted at this juncture, in the current Brazilian educational panorama. In this sense, we sought references that address this scenario, unique in Brazil, and a comparison was made of what determines the inclusive national policies and those of the State of Paraná as well as the Municipality of Curitiba. It also presents the research conducted at this juncture, in the current Brazilian educational panorama. The methodology applied is qualitative in nature, using documentary and bibliographic analysis. The data will be analyzed from the content analysis of Bardin (2011). It is based on the Constitution of the Federative Republic of Brazil of 1988, Article 3, Item IV, and Articles 205 and 206 recognizing the right to education without prejudice and on equal conditions of accessibility and permanence in regular schools, to all Brazilian students, with a view to educational inclusion and the Policy of National Special Education in the Perspective of Inclusive Education (PNEEPEI – 2008). Coming to the conclusion of this research, that educational inclusion still needs to go a long way, despite the advances of Brazilian legislation in Special Education. Furthermore, Brazilian schools lack Assistive Technology, which both supports and favors the learning of students with special educational needs, making it indispensable in the context of an inclusive regular school. In this sense, it is perceived that it is of fundamental importance to provide Continuing Training Courses in Assistive Technology, for teachers of the Multifunctional Resource Room, so that they become able to develop materials, for each specificity of disability, enabling the teachinglearning process of the target audience of Special Education students.