<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062015000100150</article-id>
<article-id pub-id-type="doi">10.2015/jan.abr.v25n48.011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A avaliação da aprendizagem e o uso dos recursos de tecnologia assistiva em alunos com deficiências]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning evaluation and use of assistive technology resources in students with disabilities]]></article-title>
<article-title xml:lang="es"><![CDATA[La evaluación del aprendizaje y el uso de los recursos de tecnología asistiva en alumnos con deficiências]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Givigi]]></surname>
<given-names><![CDATA[Rosana Carla do Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcântara]]></surname>
<given-names><![CDATA[Juliana Nascimento de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Raquel Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<given-names><![CDATA[Solano Sávio Figueiredo Dourado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[Sergipe ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[Sergipe ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[Sergipe ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[Sergipe ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>25</volume>
<numero>48</numero>
<fpage>150</fpage>
<lpage>167</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062015000100150&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062015000100150&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062015000100150&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste trabalho, a disposi&#231;&#227;o foi de pensar a avalia&#231;&#227;o da aprendizagem e o uso dos recursos de Tecnologia Assistiva em alunos com defici&#234;ncia. Discute a inclus&#227;o como desafio, o que impulsiona uma reorienta&#231;&#227;o nas quest&#245;es educacionais e quanto ao apoio t&#233;cnico e financeiro. Para tanto, a pesquisa interv&#233;m junto &#224;s escolas da rede municipal e estadual do nordeste brasileiro, orientada pela interlocu&#231;&#227;o com os princ&#237;pios hist&#243;rico-culturais e da pesquisa-a&#231;&#227;o-colaborativo-cr&#237;tica. Foram cinco (05) escolas acompanhadas semanalmente, onde est&#227;o matriculados alunos com defici&#234;ncias severas. A partir do trabalho com esses alunos foi poss&#237;vel refletir sobre os procedimentos utilizados na escola, pensar como os recursos de Tecnologia Assistiva chegam at&#233; l&#225; e qual sua import&#226;ncia para garantir um processo avaliativo adequado. Evidenciam-se os seguintes resultados: apenas as pol&#237;ticas oficiais n&#227;o s&#227;o capazes de delinear o trabalho nas escolas, de modificar o processo de avalia&#231;&#227;o, &#233; preciso coloc&#225;-las em movimento, nas pr&#225;ticas discursivas, nas a&#231;&#245;es, contribuindo para que a escola se efetive como espa&#231;o de inclus&#227;o. Nas escolas n&#227;o havia nenhum tipo de adapta&#231;&#227;o para o processo avaliativo; os alunos com defici&#234;ncia n&#227;o participavam da avalia&#231;&#227;o; as escolas n&#227;o conheciam os recursos de TA; os alunos com defici&#234;ncias severas n&#227;o s&#227;o atendidos em suas especificidades nas escolas; os professores dessas escolas entendiam a avalia&#231;&#227;o como processo est&#225;tico e linear; o trabalho colaborativo pode ser uma alternativa de modificar as a&#231;&#245;es na escola. Por fim, a tecnologia pode estar a servi&#231;o da escola, promovendo a aprendizagem desses alunos. Nos tempos atuais, o educador deve estar preparado para o desafio de trabalhar na diversidade, produzindo novas potencialidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this work, the purpose was thinking the learning evaluation and the use of Assistive Technology resources in students with disabilities. Discusses the inclusion as a challenge, what promote a reorientation in educational issues and the technical and financial support. To do so, intervene with municipal and state network schools in northeastern Brazil, guided by interlocution with the historical-cultural principles and collaborative-critical action research. Five (05) schools were accompanied weekly, where are enrolled students with severe disabilities. From the work with these students was possible to reflect about the procedures used in school, thinking how Assistive Technology resources reach there and what is your importance to ensure an adequate evaluation process. The following results are evident: only official policies are not able to delineate the work in schools, to modify the evaluation process, it is necessary to put them in motion, in discursive practices, in the actions, helping the school to become effectively as inclusion space. In schools there was any kind of adaptation to the evaluation process; students with disabilities did not participate of the evaluation; schools did not know TA resources; students with severe disabilities are not attended in their specificities in schools; the teachers in these schools understand the evaluation as a static and linear process; collaborative work can be an alternative to modify the actions at school. Lastly, the technology can be of service to the school, promoting the learning of these students. Nowadays, the educator must be prepared for the challenge of working in diversity producing new potential.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En este trabajo, la intenci&#243;n fue pensar la evaluaci&#243;n del aprendizaje y el uso de los recursos de Tecnolog&#237;a Asistiva en alumnos con deficiencia. Discute la inclusi&#243;n como desaf&#237;o, lo que impulsa una reorientaci&#243;n en las cuestiones educacionales y en cuanto al apoyo t&#233;cnico y financiero. Por este motivo, la investigaci&#243;n interviene en las escuelas de la red municipal y estadual del nordeste brasile&#241;o, orientada por la interlocuci&#243;n con los principios hist&#243;rico-culturales y de la investigaci&#243;n-acci&#243;n-colaborativo-cr&#237;tica. Fueron cinco (05) deficiencias severas. A partir del trabajo con esos alumnos fue posible reflexionar sobre los procedimientos utilizados en la escuela, pensar c&#243;mo los recursos de Tecnolog&#237;a Asistiva llegan hasta all&#225; y cu&#225;l es su importancia para garantizar un proceso evaluativo adecuado. Se evidencian los siguientes resultados: apenas las pol&#237;ticas oficiales no son capaces de delinear el trabajo en las escuelas, de modificar el proceso de evaluaci&#243;n, es preciso colocarlas en movimiento, en las pr&#225;cticas discursivas, en las acciones, contribuyendo para que la escuela se concretice como espacio de inclusi&#243;n. En las escuelas no hab&#237;a ning&#250;n tipo de adaptaci&#243;n para el proceso evaluativo; los alumnos con deficiencia no participaban de la evaluaci&#243;n; las escuelas no conoc&#237;an los recursos de TA; los alumnos con deficiencias severas no son atendidos en sus especificidades en las escuelas; los profesores de esas escuelas entend&#237;an la evaluaci&#243;n como proceso est&#225;tico y linear; el trabajo colaborativo puede ser una alternativa para modificar las acciones en la escuela. Por fin, la tecnolog&#237;a puede estar a servicio de la escuela, promoviendo el aprendizaje de esos alumnos. En la &#233;poca actual, el educador debe estar preparado para el desaf&#237;o de trabajar en la diversidad, produciendo nuevas potencialidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa-Ação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Assistiva]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Action Research]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Assistive Technology]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Investigación-Acción]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Tecnología Asistiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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