Beyond touch: an accessible interface used as a resource for school inclusion in cases of cerebral palsy
DOI:
https://doi.org/10.5902/1984686X94588Keywords:
Assistive Technology, Accessibility Interface, Cerebral PalsyAbstract
The objective of the present study was to investigate the use of a Mobile Device Accessibility Interface (MDAI) in a school environment. Aspects of attention, engagement, and intentional communication were analyzed. The research took place in a municipal school in Campinas/SP. This is an exploratory qualitative study with a case study design, involving two children with Cerebral Palsy (CP) who attended the multifunctional resource room (MRR). The sessions were conducted between May and August through activities involving applications such as YouTube and AsTeRICS Grid. Systematic observations, technical records, and content analysis were carried out. The results revealed improvements in task attention, intentional communication, and increased autonomy of the participants. Based on these findings, it can be suggested that the interface enabled the participants to understand the cause-and-effect relationship and engage with the activities proposed by the teacher. Additionally, it was found that technical aspects, such as the presence of wires and the stability of the actuator, require improvements for better effectiveness and usability. The MDAI proved to be a viable assistive technology solution in the educational environment, promoting inclusion, autonomy, and active participation of students with motor disabilities.
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