Abstract
This article proposes a contemporary analysis of Assistive Technology in Education and its direct relationship with the promotion of a culture of inclusion in schools. The methodological paths followed were those of the bibliographic review analysis; analysis of the contemporary social fact and also, with interviews with experts who work in innovation projects and assistive technology. We sought to bring up a contextualization of the social fact related to the Brazilian school context about the use and application of Assistive Technology in Specialized Educational Assistance (AEE) in Brazilian public schools, as well as to analyze data and information from the Brazilian Institute of Geography and Statistics (IBGE) which, through the census, analyzes the social context of people with disabilities, high abilities/giftedness and singularities. In this eagerness, the article discusses through academic analyzes in order to try to understand some paradoxes that are installed in the convergence of information. Through an academic perspective, the investigations were of the most elementary concepts about Assistive Technology, as well as brought up social and pedagogical issues and also presents the technology called Colibri, which presents itself as an alternative to break with existing obstacles to a digital and social inclusion of people with disabilities in Brazil.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: RCMOS - Revista Científica Multidisciplinar O Saber
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
