Banca de DEFESA: LARYSSA BARROS ARAUJO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LARYSSA BARROS ARAUJO
DATE: 22/02/2024
TIME: 09:00
LOCAL: videoconferência Google Meet
TITLE:

TEACHER PERCEPTIONS ABOUT AUTISTIC SPECTRUM DISORDER AND USE OF DIGITAL TECHNOLOGIES AS ASSISTIVE TECHNOLOGY RESOURCES IN ENGLISH LANGUAGE TEACHING

KEY WORDS:

English teacher; Autism Spectrum Disorder; Assistive Technology.

PAGES: 195
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

Autism spectrum disorder is a neurodevelopmental disorder, which influences the social behavior, communication and language of the person on the spectrum. The first studies on ASD were carried out by Leo Kanner in the 1940s. Since then, research in different areas, especially in the clinical area, has investigated the disorder to understand how it works. The Brazilian Law No. 12.764, of December 27, 2012, establishes the National Policy for the Protection of the Rights of Persons with Autism Spectrum Disorder, which defends the right to inclusion, education and use of Assistive Technology (AT) when necessary for the development of the diagnosed person with the disorder. AT is an area of knowledge and it aims to facilitate the routine of people with disabilities, disorders and reduced mobility. AT resources and services can be used in the most diverse spheres of everyday life, such as adapting the environment and carrying out activities via voice command. Considering the inclusion laws and campaigns of recent decades, schools are increasingly accepting ASD students and the use of AT resources and services during classes can impact on the learning and development of these students. Thus, the objective of the present study is to analyze the reality of the English teacher, understanding their training course, the challenges present in teaching the language to autistic people and the use of digital technologies as Assistive Technology resources. To this end, questionnaires and interviews with English teachers were used as instruments to collect data. To analyze the teachers' responses, a qualitative methodology of a descriptive-interpretative nature was used in order to understand the reality of them. As a theoretical basis, Moita Lopes (2006/2011); DSM (2014) and ICD-11 (2022) manuals, Laws and Decrees, Galvão Filho (2009) and Bersch (2017) and among others. The results indicate that teachers did not receive training to teach ASD people and to use AT. Consequently, they do not know how to use new technologies as an assistive resource when teaching English to ASD students.

COMMITTEE MEMBERS:
Externa à Instituição - IVANDA MARIA MARTINS SILVA - UFRPE
Presidente - ***.744.464-** - JULIA MARIA RAPOSO GONCALVES DE MELO LARRE - UFRPE
Externo à Instituição - MARCO ANTONIO MARGARIDO COSTA - UFCG
Interno - 2991976 - RICARDO RIOS BARRETO FILHO
Interna - 1999641 - SUZANA LEITE CORTEZ