Palavras chave

Software educativo, TICs, educação inclusiva, ensino-aprendizagem, alunado, necessidades educativas especiais, educação emocional, interação social

Resumo

Neste artigo são apresentados os resultados de uma pesquisa na qual se utilizou um software educativo como apoio ao processo de ensino-aprendizagem de competências emocionais e sociais aos alunos com transtorno do espectro autista (TEA) escolarizados nos níveis fundamental e médio. Os participantes, com dificuldades no reconhecimento dos estados emocionais, foram nove alunos de idade entre 8 e 18 anos, de ambos os sexos e com índices de idade mental de 5 a 7 anos. Para tanto, utilizou-se um projeto de grupo único com pré-teste e pós-teste. Assim, antes do processo de ensino, os alunos foram avaliados com relação a seus níveis de competência emocional e social, com a finalidade de estabelecer, também, o nível de início do processo de ensino para cada um deles. O processo de ensino foi desenvolvido ao longo de sessões semanais de 45 minutos cada uma, em um intervalo de 18 meses. Após o processo de intervenção educativa, os alunos foram novamente avaliados. Os resultados obtidos confirmam que a utilização de softwares educativos no ensino de competências emocionais e sociais ajuda os alunos a melhorar sua capacidade de superar tarefas que necessitem de tais competências. Além disso, os participantes melhoraram suas competências sociais, fato percebido pelos professores e familiares, que notaram progressos significativos nessa área.

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Lozano-Martínez, J., Ballesta-Pagán, F., & Alcaraz-García, S. (2011). Software for teaching emotions to students with autism spectrum disorder. [Software para enseñar emociones al alumnado con trastorno del espectro autista]. Comunicar, 36, 139-148. https://doi.org/10.3916/C36-2011-03-05

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