Design como recurso facilitador no processo de ensino-aprendizagem e a inclusão de crianças com transtorno do espectro autista
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Data
2022-11
Autores
Orientador
Rosselli, Bruno Souto
Banca
Souza, Raquel Barcelos De
Brod, Rodrigo De Azambuja
Título do periódico
ISSN
Título do Volume
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Resumo
Este trabalho aborda o transtorno do espectro autista e a contribuição do design no processo de ensino-aprendizagem de crianças com essa síndrome. O TEA é um distúrbio do neurodesenvolvimento, que tem como característica um deficit na interação social e na comunicação, bem como interesse restrito e repetitivo de comportamento. O objetivo geral da pesquisa visa investigar e analisar iniciativas relacionadas ao design universal e inclusivo para auxiliar as crianças com TEA. A pesquisa realizada para a construção deste artigo define-se como sendo de natureza aplicada, com o objetivo de gerar conhecimentos para posterior aplicação prática. Quanto ao objetivo do estudo, pode-se defini-lo como exploratório, pois tem o intuito de esclarecer os conceitos para estudos posteriores sobre o tema em questão. O procedimento técnico aplicado caracteriza-se como pesquisa bibliográfica, fundamentada na leitura de livros, artigos, teses e revistas (PRODANOV; FREITAS, 2013), com o propósito de coletar informações sobre o autismo e o processo de ensino-aprendizagem, as contribuições do design como ferramenta de inclusão na sociedade e a relação entre o design e o autismo para sua educação, além de uma investigação e uma análise de produtos desenvolvidos para esse público. Por fim, nas considerações finais, apresenta-se uma discussão baseada na pesquisa e na análise.
This paper discusses the autistic spectrum disorder and the contribution of design in the teaching-learning process of children with this syndrome. The ASD is a neurodevelopmental disorder, which has as a characteristic a deficit in social interaction and communication, as well as restricted and repetitive interest in behavior. The overall goal of the research is to investigate and analyze initiatives related to universal and inclusive design to assist children with ASD. The research conducted for the construction of this article is defined as being of an applied nature, with the aim of generating knowledge for later practical application. As for the study's objective, it can be defined as exploratory, since its purpose is to clarify the concepts for further studies on the topic in question. The technical procedure applied is characterized as bibliographic research, based on the reading of books, articles, theses and journals (PRODANOV; FREITAS, 2013), with the purpose of collecting information about autism and the teaching-learning process, the contributions of design as a tool for inclusion in society and the relationship between design and autism for their education, as well as an investigation and analysis of products developed for this audience. Finally, in the final considerations, a discussion based on the research and analysis is presented.
This paper discusses the autistic spectrum disorder and the contribution of design in the teaching-learning process of children with this syndrome. The ASD is a neurodevelopmental disorder, which has as a characteristic a deficit in social interaction and communication, as well as restricted and repetitive interest in behavior. The overall goal of the research is to investigate and analyze initiatives related to universal and inclusive design to assist children with ASD. The research conducted for the construction of this article is defined as being of an applied nature, with the aim of generating knowledge for later practical application. As for the study's objective, it can be defined as exploratory, since its purpose is to clarify the concepts for further studies on the topic in question. The technical procedure applied is characterized as bibliographic research, based on the reading of books, articles, theses and journals (PRODANOV; FREITAS, 2013), with the purpose of collecting information about autism and the teaching-learning process, the contributions of design as a tool for inclusion in society and the relationship between design and autism for their education, as well as an investigation and analysis of products developed for this audience. Finally, in the final considerations, a discussion based on the research and analysis is presented.
Descrição
Palavras-chave
Design; Design Inclusivo; Autismo; Tecnologia Assistiva; Design; Inclusive Design; Autism; Assistive Technology
Citação
SANTIN, Franciele. Design como recurso facilitador no processo de ensino-aprendizagem e a inclusão de crianças com transtorno do espectro autista. 2022. Artigo (Graduação) – Curso de Design - TCC I, Universidade do Vale do Taquari - Univates, Lajeado, 16 dez. 2022. Disponível em: http://hdl.handle.net/10737/4897.