Procedures for the prescription of assistive technology resources for students of education child with cerebral palsy

Abstract

The literature about Assistive Technology have emphasized the need to integrate resources, services and strategies for inclusion and special education to foster the learning process and skill development of students with disabilities. This study aimed to describe the procedures for prescribing assistive technology resources for usage in school environment. Two cerebral palsy students participated in the study with their teachers. The data were collected through observation of the participation of these students in school settings. The elements for researching were the functional capacity and the demands of the student’s activities. The prescription process was guided by three steps; identifying problems in the student’s participation, reflecting on possible aid in the participation, and denoting resources for performing the school activities. The description of the prescription process for the adequate resources to the cerebral palsy student presented in this study provides an opportunity for reapplication of the model in pedagogical practice that can also be used in teacher training programs. The study identified the need to establish specific procedures, an organized pedagogical plan and participation of health professionals as consultants on using assistive technology in school.