<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2018000300839</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.058.ds12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tecnologias assistivas e inclusão escolar: o uso do software GRID 2 no atendimento educacional especializado a estudante com autismo em uma escola pública do Distrito Federal]]></article-title>
<article-title xml:lang="en"><![CDATA[Assistive technology and school inclusion: the application of GRID 2 software in educational special treatment for a student with autism in a public school of Distrito Federal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cândido]]></surname>
<given-names><![CDATA[Flávia Ramos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Amaralina Miranda de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>58</numero>
<fpage>839</fpage>
<lpage>865</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000300839&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000300839&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000300839&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo teve como principal objetivo analisar o uso do software GRID 2 e sua implicação nos processos de ensino-aprendizagem, comunicação e inclusão escolar de um estudante com autismo do Distrito Federal. A pesquisa fundamentou-se nos estudos de Bersch (2009), Galvão Filho &amp; Damasceno (2006) e Salomão (2013) e buscou compreender a organização do trabalho pedagógico no Atendimento Educacional Especializado (AEE) ofertado ao estudante com necessidades educacionais específicas (NEE). A metodologia utilizada foi a pesquisa-ação, que, conforme Barbier (2002), é apoiada em procedimentos cíclicos de reflexão e ação para favorecer o processo de mudança; o estudo de caso complementou o percurso metodológico. O estudo registrou maior articulação e colaboração entre os profissionais envolvidos no atendimento ao aluno, com evidência de melhora na sua comunicação e perspectiva de inclusão escolar por meio da tecnologia assistiva, e apontou para a necessidade de se investir na formação de professores de salas regulares e de sala de recursos multifuncionais para o uso dessas tecnologias no processo de ensino e aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to analyze the use of GRID 2 software and its implication in the teaching-learning, communication and inclusion processes of a student with autism in the Federal District. The research was based on the studies of Bersch (2009), Galvão Filho &amp; Damasceno (2006) and Salomão (2013) and sought to understand the organization of pedagogical work in the Specialized Educational Assistance (AEE) offered to students with specific educational needs (SEN). The methodology used was the action research, which according to Barbier (2002), is supported in cyclical procedures of reflection and action to favor the process of change; the case study complemented the methodological approach. The study showed a greater articulation and collaboration among the professionals involved in student care, with evidence of improvement in their communication and perspective of school inclusion through assistive technology, and pointed to the need to invest in teacher training in regular and multifunctional resource rooms for the use of these technologies in the teaching and learning process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão escolar]]></kwd>
<kwd lng="pt"><![CDATA[Software GRID 2]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias Assistivas]]></kwd>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="en"><![CDATA[School inclusion]]></kwd>
<kwd lng="en"><![CDATA[GRID Software 2]]></kwd>
<kwd lng="en"><![CDATA[Assistive Technologies]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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