<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382021000100332</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702021v27e0232</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa Computadorizado e Alfabetização e Abordagem Fonovisuoarticulatória para Pessoas com Deficiência Intelectual]]></article-title>
<article-title xml:lang="en"><![CDATA[Computer Literacy Program of Phonovisuoarticulatory Approach for Children with Intellectual Disabilities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[Viviane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GONÇALVES]]></surname>
<given-names><![CDATA[Adriana Garcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Sagrado Coração Departamento de Ciências Humanas ]]></institution>
<addr-line><![CDATA[Bauru São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Psicologia Programa de Pós-Graduação em Educação Especial]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382021000100332&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382021000100332&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382021000100332&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Pesquisas envolvendo o processo de escolarização da pessoa com Deficiência Intelectual (DI) são necessárias, visto que, em média, 45,6% das pessoas com DI são analfabetas no Brasil. Diante desse cenário, torna-se fundamental pensar no processo de alfabetização desses estudantes, especificamente em possibilidades que auxiliem práticas pedagógicas eficazes. Este artigo objetivou analisar a eficácia do Programa Computadorizado de Alfabetização de abordagem Fonovisuoarticulatória em três estudantes com DI, de 12 e 13 anos de idade, não alfabetizados que frequentavam uma escola especial. Para tanto, o estudo foi dividido em quatro etapas: I- Aplicação da avaliação de leitura e escrita; II- Aplicação do procedimento experimental, após avaliações e testes, utilizando o delineamento de Linha de Base Múltipla - a intervenção foi realizada individualmente em sessões de aproximadamente 50 minutos, três vezes por semana, durante quatro meses, e as informações foram anotadas na Folha de Registro; III- Reaplicação da avaliação de leitura e escrita; IV- Aplicação do Questionário de Validade Social. Os dados foram analisados considerando aspectos como o desempenho dos participantes, o monitoramento do processo de leitura e escrita e o número de acertos nas etapas de intervenção. Os resultados mostraram que os participantes aumentaram as respostas corretas após a introdução da intervenção com o programa quando foram apresentadas as atividades das vogais e das consoantes, uma vez que estiveram todas as sessões de intervenção acima da linha de base. O Questionário de Validade Social demonstrou a percepção da professora e da coordenadora pedagógica sobre a intervenção, relatando que puderam observar avanços dos participantes quanto ao processo de alfabetização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Research involving the schooling process of the person with Intellectual Disability (ID) is necessary, since, on average, 45.6% of people with ID are illiterate in Brazil. Before this scenario, it is essential to think about the literacy process of these students, specifically possibilities that help effective pedagogical practices. This paper aimed to analyze the effectiveness of the Computerized Literacy Program with a Phonovisuoarticulatory approach in three students with ID, 12 and 13 years old, illiterate who attended a special school. Therefore, the study was divided into four stages: I- Application of reading and writing assessment; II- Application of the experimental procedure, after assessment and tests, using the Multiple Baseline design - the intervention was performed individually in sessions of approximately 50 minutes, three times a week for four months, and the information was registered on the Record Sheet; III- Reapplication of the reading and writing assessment; IV- Application of the Social Validity Questionnaire. The data were analyzed considering aspects such as the performance of the participants, monitoring of the reading and writing process and the number of correct answers in the intervention stages. The results showed that all participants increased the correct responses after the introduction of the intervention with the program when the activities of vowels and consonants were presented, with all intervention sessions being above the baseline. The Social Validity Questionnaire demonstrated the perception of the teacher and the pedagogical coordinator about the intervention, reporting that they were able to observe the participants' progress regarding the literacy process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização Fonovisuoarticulatória]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Digital de Informação e Comunicação]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></kwd>
<kwd lng="en"><![CDATA[Phonovisuoarticulatory literacy]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technology]]></kwd>
</kwd-group>
</article-meta>
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