Specialized Educational Attendance and contributing technologies for deaf learning / Atendimento Educacional Especializado e as tecnologias contribuindo para a aprendizagem dos surdos

Abstract

Inclusive education has been discussed and establishing itself internationally and laws and regulations outlining ways for us to have a quality education for all, even for those in need of Educational Service Specialist (ESA). Every context developed in the paper aimed to analyze the relationship between the use of technological resources from the multifunction capabilities room and the learning of deaf students in the regular classroom in a public school of Alagoas. The theme is relevant considering that we live in a society in which technology becomes ever more present in people's lives and more accessible to all and for all. Before the fact, was consistent look for theoretical support in Werneck (1997), Ausubel et al (1980), González (2002), Sancho (2006) official documents among others, as well as field research with case study to detect the extent to which assistive technology present in the school environment associated with different methodology in the multifunction capabilities, which promotes the inclusion and meaningful learning of students with special educational needs in the regular classroom, in this case the deaf students.

Keywords

• Inclusion
• technological resources
• knowledge