Continued teacher education: seeking improvement for visually impaired teaching through assistive technologies

Authors

  • Miriam Ines Marchi Centro Universitário Univates
  • Tânia Núsia da Costa Silva Centro Universitário UNIVATES

DOI:

https://doi.org/10.5902/1984686X16066

Keywords:

Assistive technologies, Visually impaired, Continuing education.

Abstract

This article is an excerpt of the Master’s thesis titled: “Visual Impairment: teaching and learning chemistry through assistive technologies in high school” and presents the continued education of teachers through the use of assistive technologies for the visually impaired. The course is offered to chemistry teachers and auxiliaries who work with visually impaired students, aimed to promote the development of new pedagogical practices by these assistive technologies. The observation method was used in two schools from the city of Boa Vista in Roraima to examine practices and concerns of the teachers and also the students’ needs in the regular classroom. From this practice it was decided to promote a Mecdaisy course which is a Brazilian technology that deals with a voice synthesizer (narration and allows you to combine text, audio and images to represent content). It was observed that continuing education had enabled a reflection and growth both in personal and professional way and also a pedagogical practices’ changing.

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Author Biographies

Miriam Ines Marchi, Centro Universitário Univates

Professora Doutora do Centro de Ciências Exatas e Tecnológicas e do MestradoProfissional em Ensino de Ciências Exatas da Univates, Lajeado, RS, Brasil.

Tânia Núsia da Costa Silva, Centro Universitário UNIVATES

Mestranda no Mestrado Profissional em Ensino de Ciências Exatas da Univates-RS Especialista em Gestão do trabalho pedagógico e Tecnologias em Educação,  Professora da Rede estadual de Boa Vista, Roraima, Brasil.

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Published

2016-08-09

How to Cite

Marchi, M. I., & Silva, T. N. da C. (2016). Continued teacher education: seeking improvement for visually impaired teaching through assistive technologies. Special Education Magazine, 29(55), 457–470. https://doi.org/10.5902/1984686X16066

Issue

Revista Educação Especial, v. 29, n. 55, maio/ago. 2016

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).