This work had the objective to develop assistive technology (learning object) which enabled teaching and learning of spatial geometry by student with partial sight deficiencies, from observations made at the Centro de Apoio Pedagógico (CAP) do Centro Brasileiro de Reabilitação e Apoio ao Deficiente Visual (Cebrav). The Centro Integrado de Aprendizagem em Rede (Ciar) gave support for the achievement of the purposes of this work. The application was developed under discussions and meetings with the researcher, her advisor and the Ciar team, from the information collected at Cebrav and the requirements presented by the teacher and the students, subjects to this investigation. The research was to understand the object characteristics that must contain an associated learning object to manipulable material for the teaching of spatial geometry content for students with partial sight deficiencies. This investigation studied which characteristics a learning object hyperlinked to manipulable material for teaching spatial geometry content must have, to assist students with partial sight deficiencies in the context of a social-historical methodology purpose. The following objectives were defined: A) Analyze the characteristics of a learning object hyperlinked to manipulable material for students with partial sight deficiencies, with the teacher and the students collaboration; B) Identify the mediations conducted by a professor of mathematics and the strategies presented by students with partial sight deficiencies in math workshops, with the learning object Edrons aid, hyperlinked to manipulable material for teaching spatial geometry.The investigative approach was qualitative and the method adopted was the Pedagogical-Investigative Intervention (Intervenção pedagógico-investigativa). To do the research, the utilized instruments were the participants observation, the applying of questionnaires, video recordings, semi-structure interviews and the workshop activities. The theoretical assumptions that guided this study were based on the socio- historical conception of Vygotsky and the laws, decrees and resolutions from the Brazilian and International Legislation. The results show: A) The learning object Edrons is an assistive technology that provides resource and methodology for spatial geometry teaching/learning for students with partial sight deficiencies; B) Even in situations considered best for the use of assistive technology conducting pilot tests to students with partial sight deficiencies, situations of interference in the teaching/learning procedure can occur, in this case, the teaching mediation role is fundamental to potentiate the resolution of activities that use this technology; C) The teacher-researcher mediation with the use of manipulable materials allowed the students with partial sight deficiencies to develop manipulation and tactile exploration strategies of the objects, this potentiated their perception as to the relative positions between straight lines in space in written activities or virtual environment and also induced and potentiated the generalization of Euler's relation to students with partial sight deficiency. As an educational product of this research, we developed an application containing prism and pyramid activities for students with partial sight deficiencies.

In view of the importance of teaching instruments in the mediation of learning, research was done on the use of the Service Platform in the teaching and learning process of mathematics with students with intellectual disabilities, in order to verify the benefits pointed out by the teachers who implemented this new how to use the projector. Therefore, it was necessary to compare the exercises performed on the Service Platform with the exercises that students do in a conventional way on a white board at school and investigate how the Platform instigates the learning of these students. A case study research was conducted in 2019, in two days with alternation of classes on the Service Platform and in a traditional way, with the execution of exercises, on both days of research, whose material produced was used for data analysis. Interviews were also conducted with the teachers who created the platform. Therefore, it was found that there was an increase in the percentage of correct answers in the Service Platform, managing to improve the correct response rates in conventional activities used in the school. In addition, it was observed that this assisted technology was the object of transition from real content to its abstraction, by students with intellectual disabilities. Thus, with a qualitative and quantitative analysis, it was found the learning of mathematics with the use of this learning device, concluding that the Service Platform contemplates the learning of students with intellectual disabilities.

In everyday applications, the use of hands is essential in performing many tasks. Several situations such as car acidents, labor or stroke, impair mobility and maneuverability of the hands, forcing the individual to seek rehabilitation methods. This study aims to model and develop a device for rehabilitation of the finger that allows performthemovements of flexion / extension, within the limits of each joint. Evaluating types of fingers rehabilitation devices, they are observed its peculiarities and its main advantages, culminating in proposing an efficient model. Thus, this research presents the development of a more affordable device that meets the needs of patients in order to recover their normal activities.

The specialized educational services offered to the target audience of Special Education students, happens through specialized support for multifunction resource rooms. The space of these rooms are equipped with numerous facilities, suitable teaching materials and resources, such as computing resources, lenses and magnifying glasses, Soroban, augmented alternative communication cards, slates, tailored educational games, and resources made by hand by teachers, among others. This arsenal of products, services, methodologies and strategies, known as Assistive Technology in the educational context, have the premise of enabling the public goal of educating special education alternatives that provide or enhance their functional abilities, communication, mobility, study or work ensuring educational advancement of these students, promoting independent living and inclusion. Thus, it is established as a general goal of this research: to understand how Assistive Technology has been used by specialized educational assistance teachers in helping public education of students in Special Education from the target multifunctions resources in southeast Goiás. To answer this question, this paper defined as complementary objectives: a) to analyze the understanding that specialized educational assistance teachers have on Assistive Technology; b) identify the different criteria used by the teachers in the implementation process of appeal Assistive Technology in educational activities, with regard to identifying the need presented by the student, feature selection, evaluation by the student on the use and monitoring of the same; c) check the limits and requirements related to the use of Assistive Technology that teachers in their educational activities. This study is part of the Catalano Special Education Observatory, linked to the National Special Education Observatory and follows the precepts of collaborative research, which aims at partnership between the interviewed teachers and researchers in the construction of theories about their professional practice with a view to producing knowledge and continuing education. The data were collected in 2012 from a media conference, involving thirteen specialized educational services teachers, the state schools of Catalão/GO and cities jurisdiction over the Education Secretariat of the region of Catalão. All interviews were audio and video and its contents fully transcribed. This content was analyzed together with the participating teachers, themes that revolved around the concept of Assistive Technology, the process of implementation of Assistive Technology in the multifunction resources rooms have been established , beyond the limits and needs identified by teachers in the use of Assistive Technology. As research results, the data point to the need for teacher training focused on the use of Assistive Technology. This gap in training prevents teachers have mastery of features and characteristics of resources, avoiding to make an effective pedagogical work, ensuring the education of the public by educating target of Special Education. The absence of adequate specialized educational services for the physical space was also mentioned by teachers as a limiting factor for effective teaching practices more efficient.

At the treatment sites of people who are bedridden, usually in Intensive Care Units, Long-Term Care Facilities for the Elderly and in the home environment due to the diffusion of home care, the incidence of Pressure Injury (LPP) is common. In order to reduce suffering and increase the life expectancy of patients with this problem, alternative methods are needed that can be introduced into the care of nursing teams to achieve the eradication or minimization of LPP. This paper presents a proposal of an innovative and low cost solution for LPP prevention. Applying concepts of automation and control, through existing technologies and low-cost components, the development of a device is developed that aims to assist the medical team and all those who have the responsibility of caring for individuals bedridden in LPP care. The device consists of pressure, humidity and temperature sensors, with a consequent real-time performance on these three variables at points with a higher probability of involvement of LPP.

The Assistive Technology is an area of knowledge that enables people with disability a more autonomous and independent life with higher life´s quality. When we considering the development of school students with disability we find the vital importance of these resources and services to the success or failure in the school. Nowadays the Specialized Educational Service takes characteristics as an Assistive Technology service where are offered resources and services that it helps in the activity execution before impossible by the disability. Furthermore, this service has like function to complement and/or to supplement the deaf students’ formation, pervasive developmental disorders and high abilities/gifted in order to provide access conditions, participation and learning in the regular education. Due the importance of the reading and writing ability development, in a literacy society, we problematize the conceptions and practices of teachers working in specialized educational assistance such as Assistive Technology in the promotion of access at the literacy practices of disability students. The goal of this investigation is to understand how has been characterized the conceptions and practices, according to some experiences, by some teachers about the Assistive Technology in the promotion of the access to the literacy of the disability students in the multifunctional resources classroom and of the specialized educational assistance center. This research belong to the Catalano Observatory of Special Education, that make a link with the National Observatory of Special Education and show as methodological way the collaborative action research, which aims to approximate the academic knowledge to the teachers practices, having as result the scientific co-production, as well as teachers formations. This research was done with eight specialized teachers of the schools from Catalão city. The information collection was done through group interviews and information was organized and categorized for analysis. They are: literacy; Assistive Technology; resources, the practices of reading and writing promotion and the conceptions and constructions of concept of Assistive Technology; teachers’ formation. The results demonstrate that the assistive technology resources and services generally has been not used and available to provide access to the practices of reading and writing in the specialized educational assistance area and that there is an inefficient formation to work with the specificities that there are in this work about resources and services of Assistive Technology that enable to the access to the reading and writing practices. It’s possible to assert yet that the practices related by the teachers seem a perspective of strategy and ludic resources than the actual conception of Assistive Technology. Thus, we understand the need structuration of the specialized educational assistance work focusing to a more efficient proposal of formation to these professionals, so, indeed be guaranteed the access and the use of the Assistive Technology in favor of a guarantee of the rights and equiparation of opportunities.

As pessoas com deficiência estão inseridas na sociedade, independentementeda condição de prestígio ou de marginalização. Esse fato sofre oscilação devido aocontexto histórico, social, político e econômico. Dessa maneira, paraque a equidade comunicacional seja atingida, inclusive no contexto educacional, faz-se necessário lançar mão de recursos de acessibilidadecomo, porexemplo, a audiodescrição. A audiodescriçãose apresenta como modalidade de tradução intersemiótica que possibilita a conversão de informações do signo visual para o verbal, que deve ser inserida nas mais diversas situações, até mesmono processo de desenvolvimento da musicalização. Sendo assim, este trabalho,que é desenvolvido por uma pessoa com deficiência visual, tem como objetivogeral discutir a importância dos conhecimentos sobre a musicalização inclusiva em ambientes formais e informais de ensino. Com isso, pretende-se, como objetivos específicos, entender o processo de musicalização e o fomento para o desenvolvimento e a aprendizagem na perspectiva motora, cognitiva, afetiva e inclusiva;demonstrar o recurso de acessibilidade comunicacional audiodescrição comopossibilidade de recurso de mediação pedagógica para o desenvolvimento do saber;e compreender o papel do profissional da educação que atuaou tenha interesse em atuar como mediador de música na perspectiva da educaçãoinclusiva, ampliando as possibilidades de leitura de mundo. A metodologia adotada é qualitativa do tipo pesquisa-ação. Apartir do levantamento de dados e reconhecimento do estado da arte, observou-se que não há trabalhos nessa temática específica. Por isso, o método escolhido foi o oferecimento de um curso, 100% de maneira remota, de formação em musicalização com audiodescrição, direcionado para um grupo de 20 profissionais da educação com mais de 18 anos, interessados na temática.A produção de dados aconteceua partir do cruzamento de informações coletadas de um questionário com 19perguntas que foirespondido em duas etapas pelos participantes, gravações dos 12 encontros síncronos que ocorreramdurante o desenvolvimento do curso e as atividades que foram elaboradas pelos cursistas.Concluiu-se que a audiodescrição pode e deve ser utilizada como recurso pedagógico nos contextos de desenvolvimento da musicalização, pois o grupo participante da formação demonstrou entendimento sobre os fundamentos da musicalização e audiodescrição, compreendeucomo utilizar o recurso de acessibilidade nas mais diversas situações educacionais,apresentou ter consciência das adaptações necessárias para atender às especificidades dos mais diversos educandos, além de elaborarinúmeras possibilidades inovadoras a partir do que foi aprendido.

A formação inicial de professores se constitui como objeto desta tese. Na presente pesquisa pretendi planejar, implementar e avaliar a eficácia de um programa de formação inicial de professores para atuar com Tecnologia Assistiva, principalmente com a Comunicação Alternativa e Ampliada, por meio de metodologia problematizadora. Para responder à pergunta principal do estudo A formação inicial de professores para atuar com TA, principalmente com a CAA, através de metodologia problematizadora favorece a modificação das preconcepções sobre deficiência e práticas desses futuros professores? foi necessário conhecer as concepções dos alunos de Pedagogia, assim como envolvê-los no planejamento do curso. Outro elemento fundamental na proposta de formação foi a Metodologia da Problematização aplicada a questões educacionais , que estimula o trabalho reflexivo, criativo e colaborativo. A pesquisa foi desenvolvida em dois estudos, durante o período de agosto de 2008 a dezembro de 2010. Uma pesquisa ação foi desenvolvida com 37 alunos da graduação do curso de Pedagogia, duas professoras responsáveis pela disciplina, 26 alunos com deficiência sem fala articulada, com idades entre 8 e 32 anos, cinco professoras de uma escola especial da rede pública de ensino. Os estudos foram desenvolvidos na Faculdade de Educação da UERJ em salas de aula e no Laboratório de Tecnologia Assistiva/Comunicação Alternativa (Lateca) e numa escola especial. Foram utilizados questionários, filmagens, vídeos e vários recursos de tecnologia assistiva. Os procedimentos metodológicos foram os seguintes: 1. Aplicação de questionário com objetivo duplo caracterizar os graduandos de Pedagogia e apreender suas concepções a respeito de Educação Inclusiva, deficiência, TA e CAA. 2. Com base na análise dos questionários, levantei o perfil dos alunos, suas expectativas em relação a essa formação e as sugestões que direcionaram o planejamento e a implementação da oferta das aulas expositivas e das atividades práticas. 3. Oferta de aulas expositivas, acompanhadas de farto material audiovisual e do desenvolvimento de atividades práticas, que versaram sobre os seguintes temas: linguagem, comunicação e interação, deficiência, TA e CAA. 4. Os graduandos observaram, planejaram e desenvolveram uma proposta de intervenção direta para alunos com deficiência. Os estudos apontaram que houve modificação das concepções dos graduandos em relação aos conceitos de deficiência, TA e CAA. Os dados revelaram ainda que esse trabalho proporcionou aos graduandos uma oportunidade real de exercício da prática, com as seguintes características: partindo da observação da realidade de uma sala de aula ou sala de atendimento especializado, identificar problemas pedagógicos e escolher um deles como foco de uma investigação; refletir sobre os possíveis fatores e determinantes principais do problema selecionado e definir os pontos-chave do estudo; investigar esses pontos-chave; buscar informações em diversas fontes e analisá-las para responder ao problema, compondo, assim, a teorização; elaborar hipóteses de solução para o problema; e, por fim, aplicar uma ou mais das hipóteses de solução, como um retorno do estudo à realidade investigada. Verifiquei também, ao final do estudo, a imensa gama de recursos e estratégias de CAA, a adequação de material pedagógico e os recursos de acesso ao computador que foram criados pelos graduandos nesse atendimento aos alunos com deficiência. O estudo beneficiou, ainda, os professores e alunos da escola especial que, além de conhecer os recursos de TA e CAA, puderam vivenciar essa abordagem educacional diferenciada, proposta na formação inicial. Além disso, observei que os alunos com deficiência ampliaram as oportunidades de comunicação e interação social.

Nowadays, technology is a great ally in removing barriers and facilitating access for users with specific limitations. For example, a child with motor and communication limitations due to Cerebral Palsy (CP) can use technology to develop and reveal their potential talent for learning and performing music. We want to publish a real case of a child, currently aged 11, called Enrique, with CP, whose limitations do not allow him to play any traditional musical instrument. However, Enrique can access information and learn using Support Products, namely a computer and an interface for access through the eyes. This child wanted to learn to play piano, which was difficult for him in a traditional way. Using the Assistive Technology he already had, and an Accessible Musical Digital Instrument called NetyChord, installed on his computer, it was possible to get him to learn music and play the sounds of the piano instrument together with an orchestra in a public concert. The aim of this work, which we intend to disseminate to the general community by making a documentary, is to demonstrate how it is always possible to eliminate barriers by joining forces and combining research networks between different universities and different countries (Portugal and Italy). This objective also includes the use of technology as a means of facilitating music learning for all.

In Portugal, inclusive education is considered fundamental as recommended by the Basic Law of the Educational System, Law Nº 46/86, Official Diary of the Republic of 14 October, and Decree-Laws Nº 344/1990 of 2 November and Nº 54/2018 and Nº 55/2018 both of 6 July. Despite this, in Arts Education Programmes, teachers don´t have adequate training to work with children with Special Needs. For this reason and in order to promote inclusion in the Arts Education Programmes of Music, in the year 2018 we started an action research project, entitled: Inclusion of children with special needs in Arts Education Programmes: From Research to Action. We intend to find solutions for children with motor disabilities due to Cerebral Palsy who join Arts Education Programmes in the First Cycle of Basic Education, to develop their music potential and abilities with Digital Technologies.