Tecnologia assistiva para discentes com Encefalopatia Crônica e Lesão Medular em Instituições Públicas de Ensino Superior em Boa Vista/ RR
Carregando...
Data
2024-07
Autores
Orientador
Strohschoen, Andreia Aparecida Guimarães
Banca
Schwertner, Suzana Feldens
Neuenfeldt, Derli Juliano
Filho, Anasias Noronha
Morais, Klara Santana
Título do periódico
ISSN
Título do Volume
Editor
Resumo
Esta tese aborda o uso da Tecnologia Assistiva para alunos com deficiência física no ensino superior e tem como objetivo analisar sobre o uso da Tecnologia Assistiva para discentes com Encefalopatia Crônica e Lesão Medular nas Instituições Públicas de Ensino Superior em Boa Vista-RR. A caracterização da pesquisa quanto à abordagem foi qualitativa de caráter exploratório e descritivo. Como procedimentos técnicos, utilizou-se o estudo de caso cujo universo se constitui de três (3) Instituições Públicas de Ensino Superior, três (03) responsáveis pelos Núcleos de Inclusão, sendo um vinculado a cada instituição, dois (02) servidores e cinco (05) acadêmicos com Deficiência Física, dos quais quatro (04) com Encefalopatia Crônica e um (01) com Lesão Medular e encontram-se na condição de matriculados na Instituição Pública de Ensino Superior. Dentre os instrumentos utilizados nesta pesquisa está a entrevista semiestruturada com o objetivo de identificar e conhecer a utilização dos recursos de Tecnologia Assistiva disponíveis nas Instituições Públicas de Ensino Superior em Boa Vista-RR, considerando os alunos com Deficiência Física. Também foi aplicado um questionário com base na Classificação Internacional de Funcionalidade, Incapacidade e Saúde-CIF e um roteiro de observação direta com o objetivo de diagnosticar a funcionalidade física dos alunos com Deficiência Física, matriculados nas referidas instituições. Para este momento, teve-se a colaboração de um Médico Ortopedista que contribuiu na elaboração do questionário, bem como, na elaboração do roteiro de observação, participando diretamente durante a sua aplicação. A análise dos dados coletados ocorreu por meio da Análise de Conteúdo, e através desta, emergiram três categorias de análise: recursos de Tecnologia Assistiva disponíveis nas Instituições Públicas de Ensino Superior para os acadêmicos com Deficiência Física, diagnóstico da funcionalidade física dos acadêmicos com Encefalopatia Crônica e com Lesão medular e propostas de recursos de tecnologia assistiva para os acadêmicos com Encefalopatia Crônica e Lesão Medular. A partir destas, foi possível, assim, propor recursos de Tecnologia Assistiva para a promoção e/ou ampliação das condições de participação dos alunos com Deficiência Física no contexto educacional para o fomento de um ensino de qualidade. Como resultados desta pesquisa, verificou-se que há necessidade de um investimento maior para a aquisição de recursos de Tecnologia Assistiva, levando em consideração as necessidades dos acadêmicos, para que tenham condições de acesso a equipamentos adequados às suas necessidades, contribuindo para a participação nas ações propostas pela instituição de ensino. Enfatize-se a importância do trabalho multiprofissional para a realização da avaliação, pois ampliaria as discussões e possibilidades de indicação de recursos de TA a partir dos conhecimentos específicos na área de atuação. Ressalte-se, ainda, a necessidade e a importância da realização de novas pesquisas sobre a temática da Tecnologia Assistiva no ensino superior, a partir da avaliação funcional com base na CIF.
This thesis addresses the use of Assistive Technology for students with physical disabilities in higher education and aims to analyze the use of Assistive Technology for students with Chronic Encephalopathy and Spinal Cord Injury in Public Higher Education Institutions in Boa Vista-RR. As technical procedures, we used a case study whose universe consists of three (3) Public Higher Education Institutions, three (03) responsible for the Inclusion Centers, one linked to each institution, two (02) employees and five (05) students with Physical Disabilities, of which four (04) with Chronic Encephalopathy and one (01) with Spinal Cord Injury and are enrolled in the Public Higher Education Institution. Among the instruments used in this research is the semi-structured interview with the objective of identifying and understanding the use of Assistive Technology resources available in Public Higher Education Institutions in Boa Vista-RR, considering students with Physical Disabilities. A questionnaire was also applied based on the International Classification of Functioning, Disability and Health-ICF and a direct observation script with the aim of diagnosing the physical functionality of students with Physical Disabilities, enrolled in the aforementioned institutions. For this moment, we had the collaboration of an Orthopedic Doctor who contributed to the elaboration of the questionnaire, as well as to the elaboration of the observation script, participating directly during its application. The analysis of the collected data occurred through Content Analysis, and through this, three categories of analysis emerged: Assistive Technology resources available in Public Higher Education Institutions for students with Physical Disabilities, diagnosis of the physical functionality of students with Chronic Encephalopathy and with Spinal Cord Injury and proposals for assistive technology resources for students with Chronic Encephalopathy and Spinal Cord Injury. From these, it was possible to propose Assistive Technology resources to promote and/or expand the conditions for participation of students with Physical Disabilities in the educational context to promote quality teaching. As a result of this research, it was found that there is a need for a greater investment in the acquisition of Assistive Technology resources, taking into account the needs of academics, so that they have access to equipment suited to their needs, contributing to participation in actions proposed by the educational institution. The importance of multidisciplinary work to carry out the assessment should be emphasized, as it would expand discussions and possibilities for indicating AT resources based on specific knowledge in the area of activity. It is also worth highlighting the need and importance of carrying out new research on the topic of Assistive Technology in higher education, based on functional assessment based on the ICF.
This thesis addresses the use of Assistive Technology for students with physical disabilities in higher education and aims to analyze the use of Assistive Technology for students with Chronic Encephalopathy and Spinal Cord Injury in Public Higher Education Institutions in Boa Vista-RR. As technical procedures, we used a case study whose universe consists of three (3) Public Higher Education Institutions, three (03) responsible for the Inclusion Centers, one linked to each institution, two (02) employees and five (05) students with Physical Disabilities, of which four (04) with Chronic Encephalopathy and one (01) with Spinal Cord Injury and are enrolled in the Public Higher Education Institution. Among the instruments used in this research is the semi-structured interview with the objective of identifying and understanding the use of Assistive Technology resources available in Public Higher Education Institutions in Boa Vista-RR, considering students with Physical Disabilities. A questionnaire was also applied based on the International Classification of Functioning, Disability and Health-ICF and a direct observation script with the aim of diagnosing the physical functionality of students with Physical Disabilities, enrolled in the aforementioned institutions. For this moment, we had the collaboration of an Orthopedic Doctor who contributed to the elaboration of the questionnaire, as well as to the elaboration of the observation script, participating directly during its application. The analysis of the collected data occurred through Content Analysis, and through this, three categories of analysis emerged: Assistive Technology resources available in Public Higher Education Institutions for students with Physical Disabilities, diagnosis of the physical functionality of students with Chronic Encephalopathy and with Spinal Cord Injury and proposals for assistive technology resources for students with Chronic Encephalopathy and Spinal Cord Injury. From these, it was possible to propose Assistive Technology resources to promote and/or expand the conditions for participation of students with Physical Disabilities in the educational context to promote quality teaching. As a result of this research, it was found that there is a need for a greater investment in the acquisition of Assistive Technology resources, taking into account the needs of academics, so that they have access to equipment suited to their needs, contributing to participation in actions proposed by the educational institution. The importance of multidisciplinary work to carry out the assessment should be emphasized, as it would expand discussions and possibilities for indicating AT resources based on specific knowledge in the area of activity. It is also worth highlighting the need and importance of carrying out new research on the topic of Assistive Technology in higher education, based on functional assessment based on the ICF.
Descrição
Palavras-chave
TECNOLOGIA ASSISTIVA; ENSINO SUPERIOR; DEFICIÊNCIA FÍSICA; ASSISTIVE TECHNOLOGY; UNIVERSITY EDUCATION; PHYSICAL DISABILITY
Citação
SILVA, Luciana Leandro. TECNOLOGIA ASSISTIVA PARA DISCENTES COM ENCEFALOPATIA CRÔNICA E LESÃO MEDULAR EM INSTITUIÇÕES PÚBLICAS DE ENSINO SUPERIOR EM BOA VISTA/RR. 2024. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 05 abr. 2024. Disponível em: http://hdl.handle.net/10737/4515.