Olhar Docente Acerca da Prática com Jogos e Tecnologias nas Intervenções da Sala de Recursos Multifuncionais

As intervenções educacionais que integram jogos às tecnologias digitais têm sido motivadas a fim de tornar o ensino significativo aos alunos, por se tratar de uma metodologia ativa e também por este tipo de hábito lúdico ser comum à geração atual. Mas, e no caso do professor do Atendimento Educacional Especializado (AEE), como ele considera tal integração à sua prática com alunos que apresentam Necessidades Educacionais Especiais (NEE)? Este estudo, caracterizado como qualitativo objetivou conhecer professores atuantes no AEE, suas práticas pedagógicas com jogos, bem como verificar suas percepções com relação ao uso dos jogos e da tecnologia para aprendizagem dos alunos com NEE no ensino fundamental. Para a coleta de dados foi realizada entrevista com cinco docentes do AEE que atuam em um munícipio da região norte do estado do Paraná. Os dados foram analisados qualitativamente e os resultados da pesquisa indicaram que a maioria das professoras sabe utilizar os jogos digitais, embora duas docentes (P2 e P4) informassem ter dificuldades, por falta de conhecimento e tempo para se dedicar à aprendizagem de determinado jogo. Quanto às suas percepções, todas as entrevistadas reconhecem a importância de jogos e tecnologias para a geração de alunos na atualidade, até mesmo no caso da proposta inclusiva na Sala de Recursos Multifuncionais (SRM). Este estudo concluiu que as percepções docentes se articulam à prática do professor, por isso refletir sobre como o professor concebe os jogos e tecnologias na SRM poderá contribuir para novas propostas junto aos alunos e suas NEE. Palavras-chave: Ensino. Aprendizagem. Recursos Lúdicos Digitais. Atendimento Educacional Especializado. Abstract Educational interventions which integrate games with digital technologies have been encouraged to make teaching meaningful to students, since it is an active methodology and also due to the fact that this type of playful habit is common among the current generation. But, and in the case of the Specialized Education Service teacher (AEE), how does he/she consider such integration with his /her practice concerning students presenting Special Education Needs (NEE)? This study, based on a qualitative approach, was carried out to investigate how teachers act in AEE, their pedagogical practices with games, as well as to gain their perceptions concerning the use of games and technologies to further learning by NEE students at grade/junior high school level. To collect the data one carried out interviews with five AEE teachers working in a county located in northern Paraná State. Such data underwent a qualitative analysis and the research results showed that most of the teachers know how to use digital games, although two of them (P2 and P4) reported to have difficulty, due to lack of familiarity with it and time to get acquainted with the game at issue. Concerning their perceptions, all the interviews acknowledged the importance of games and technologies for current students, even for the inclusive proposal within the Multifunctional Resource Classroom (SRM). This study concluded that teachers’ perceptions are articulated with their practice and therefore the pondering on how the teacher conceives games and technologies in SRM may contribute to further new proposals jointly with NEE students. Keywords: Teaching. Learning. Digital Playful Resources. Specialized Education Service.

RESOURCE CLASSROOM AS A MODEL FOR ORGANIZING INCLUSIVE EDUCATION IN THE RUSSIAN FEDERATION

On the basis of inclusive education importance for children with disabilities and special educational needs, which contributes to the development of communication and socialization skills, as well as the development of tolerance among typically developing children, the aim of this work was to describe a resource classroom as a model for the effective organization of inclusive education in mainstream schools of the Russian Federation. The article defines a resource classroom in Russian educational system. The authors determine legal and regulatory frameworks to establish such classrooms. This study presents the main methodological base of resource classrooms, the organization for the educational process and space according to the students needs. Based on the generalization for the experience of the resource classrooms in the regions of the Russian Federation, the interaction for all elements of this model is shown. The study confirms that positive learning outcomes, involvement and inclusion of children with disabilities and special educational needs in a mainstream school and society are the evidence for the effectiveness of resource classrooms. The described model makes inclusion in education comfortable and effective not only for students of the resource classroom, but also for typically developing children, parents and the teaching staff of a school.

RTI and Reading at the Secondary Level

Response to Intervention (RTI) provides a framework for effective prevention and intervention to students who have difficulty reading at all achievement levels by using a school-wide, tiered system. RTI is the means for helping struggling students become successful readers before they have a chance to fall behind. Using evidence-based reading strategies within multiple classrooms such as the inclusive classroom or the resource classroom provides students with learning disabilities the opportunity to succeed in all content areas while applying these reading strategies. All teachers can use these strategies to assist the at-risk and struggling reader make progress. The purpose of this chapter is to share research, resources, and reading instructional methods appropriate for students at the secondary level that can help them meet their academic needs.

RTI and Reading at the Secondary Level

Response to Intervention (RTI) provides a framework for effective prevention and intervention to students who have difficulty reading at all achievement levels by using a school-wide, tiered system. RTI is the means for helping struggling students become successful readers before they have a chance to fall behind. Using evidence-based reading strategies within multiple classrooms such as the inclusive classroom or the resource classroom provides students with learning disabilities the opportunity to succeed in all content areas while applying these reading strategies. All teachers can use these strategies to assist the at-risk and struggling reader make progress. The purpose of this chapter is to share research, resources, and reading instructional methods appropriate for students at the secondary level that can help them meet their academic needs.