<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-686X</journal-id>
<journal-title><![CDATA[Revista Educação Especial (Online)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Espec.]]></abbrev-journal-title>
<issn>1984-686X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-686X2023000100220</article-id>
<article-id pub-id-type="doi">10.5902/1984686x70474</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uso do aplicativo SpeeCH como tecnologia assistiva para uma criança com transtorno do espectro autista (TEA): um estudo de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of the SpeeCH application as an assistive technology for a child with autism spectrum disorder (ASD): a case study]]></article-title>
<article-title xml:lang="es"><![CDATA[Uso de la aplicación SpeeCH como tecnología de asistencia para un niño con trastorno del espectro autista (TEA): un estudio de caso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Matheus Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Vasti Ferreira Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Junior]]></surname>
<given-names><![CDATA[Niltom Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo, SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário ICESP  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Arcos MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-686X2023000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100220&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A tecnologia assistiva (TA) tem se mostrado uma importante ferramenta nos processos de ensino e aprendizagem em sujeitos com Transtorno do Espectro Autista (TEA). Uma vez introduzidas no contexto da educação especial, essas ferramentas podem subsidiar uma autonomia e melhor assimilação dos conteúdos abordados nos diversos contextos de ensino. Assim, o presente artigo aborda um relato de caso, no qual um sujeito em idade pré-escolar diagnosticado com TEA fez utilização do aplicativo SpeeCH como TA no auxílio do desenvolvimento da sua fala e posterior comunicação oral. Para isso, a criança foi apresentada a pranchas de imagens (animais e alfabeto) que o aplicativo possui, por duas semanas. Enquanto a criança fazia utilização do aplicativo, foram feitas observações e anotações das interações que a criança tinha com a TA. Os resultados demonstraram que, à medida que a criança era apresentada ao aplicativo, sua autonomia quanto à usabilidade do mesmo aumentava. Diante do exposto, o presente trabalho concluiu que o aplicativo SpeeCH possui potencial para ser utilizadocomo TA no auxílio do desenvolvimento da fala e oralidade em sujeitos diagnosticados com TEA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Assistive technology (AT) has been an important tool in the teaching and learning processes in subjects with Autism Spectrum Disorder (ASD). Once introduced in the context of special education, these tools can support autonomy and better assimilation of the contents covered in different teaching contexts. Thus, this paper addresses a case report, in which a preschool-aged subject diagnosed with ASD made use of the SpeeCH application as a AT to aid in the development of his speech and subsequent oral communication. For this, the child was presented with image boards (animals and alphabet) that the application has, for two weeks. While the child was using the application, observations and notes were made of the interactions that the child had with the AT. The results showed that as the child was introduced to the application, their autonomy regarding its usability increased. In view of the above, the present work concluded that the SpeeCH application has the potential to be used as an AT to help the development of speech and orality in subjects diagnosed with ASD.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La tecnología asistiva (TA) ha sido una herramienta importante en los procesos de enseñanza y aprendizaje en sujetos con Trastorno del Espectro Autista (TEA). Una vez introducidas en el contexto de la educación especial, estas herramientas pueden apoyar la autonomía y una mejor asimilación de los contenidos cubiertos en diferentes contextos de enseñanza. Así, este trabajo aborda un reporte de caso, en el cual un sujeto en edad preescolar diagnosticado con TEA hizo uso de la aplicación SpeeCH como TA para auxiliarse en el desarrollo de su habla y posterior comunicación oral. Para ello, al niño se le presentaron tableros de imágenes (animales y abecedario) que tiene la aplicación, durante dos semanas. Mientras el niño usaba la aplicación, se hacían observaciones y notas de las interacciones que tenía con el AT. Los resultados mostraron que a medida que el niño se familiarizaba con la aplicación, aumentaba su autonomía en cuanto a su usabilidad. En vista de lo anterior, el presente trabajo concluyó que la aplicación SpeeCH tiene el potencial de ser utilizada como una TA para ayudar al desarrollo del habla y la oralidad en sujetos diagnosticados con TEA.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Autism.]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Autismo]]></kwd>
</kwd-group>
</article-meta>
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