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Authors
Advisor(s)
Abstract(s)
Esta investigação explora a eficácia das Tecnologias de Apoio (TA), especificamente o Teclado
Inteligente Multifuncional (Teclado TiX) e o recurso digital Expressia, na promoção da
inclusão digital e no desenvolvimento de competências em jovens com necessidades
específicas. O estudo adota uma abordagem qualitativa e quantitativa, baseada no método de
estudo de caso (Yin, 2001), investigando dois participantes: uma jovem com Síndrome de
Down (P1) e um jovem no Espetro de Autismo (P2). Os dados foram recolhidos no Centro de
Recursos para a Inclusão Digital – CRID da Escola Superior de Educação e Ciências Sociais –
ESECS do Instituto Politécnico de Leiria – IPLeiria, ao longo de nove meses, por meio de
observação participante, entrevista semiestruturada com o representante da empresa
desenvolvedora das tecnologias estudadas, análise documental e registos de campo. Os
resultados foram analisados tanto qualitativamente quanto quantitativamente, utilizando uma
escala de 1 a 5 nas atividades aplicadas. A análise das 210 atividades indicou que as
Tecnologias de Apoio utilizadas contribuíram significativamente para o desenvolvimento das
competências digitais, cognitivas, pessoais e sociais dos jovens, com variações nas áreas de
maior impacto. P1 apresentou avanços mais significativos nas dimensões de autonomia e
interação social, enquanto P2 obteve melhores resultados em competências cognitivas, como
memória de trabalho e reconhecimento de padrões. A análise comparativa sugere que a eficácia
das TA é potencializada quando as intervenções são adaptadas às necessidades individuais dos
utilizadores, proporcionando suporte específico e estruturado. A investigação demonstra o
potencial do Teclado TiX e do Expressia para superar barreiras comunicacionais e promover a
inclusão digital, além de identificar áreas de melhoria relacionadas às necessidades específicas
dos participantes. Embora existam alguns desafios, o estudo conclui que as TA (o Teclado TiX
e o Expressia), quando utilizadas em práticas pedagógicas inclusivas, são eficazes para
promover o aprendizado e a inclusão de jovens com necessidades específicas.
This research explores the effectiveness of Assistive Technologies (AT), specifically the Multifunctional Smart Keyboard (Key-X) and the digital resource Expressia, in promoting digital inclusion and skill development in young people with specific needs. The study adopts both qualitative and quantitative approaches, based on the case study method (Yin, 2001), investigating two participants: a young woman with Down syndrome (P1) and a young man with Autism Spectrum Disorder (P2). Data were collected at the Center for Digital Inclusion Resources (CRID) of the School of Education and Social Sciences (ESECS) at the Polytechnic Institute of Leiria (IPLeiria) over nine months through participant observation, semi-structured interviews with a representative from the technology development company, document analysis, and field notes. The results were analyzed both qualitatively and quantitatively, using a 1 to 5 scale in the applied activities. Analysis of the 210 activities indicated that the Assistive Technologies significantly contributed to the development of digital, cognitive, personal, and social skills in the young participants, with variations in the areas of greatest impact. P1 showed more significant progress in autonomy and social interaction, while P2 achieved better results in cognitive skills, such as working memory and pattern recognition. Comparative analysis suggests that the effectiveness of AT is enhanced when interventions are tailored to the individual needs of users, providing specific and structured support. The research demonstrates the potential of the Multifunctional Smart Keyboard (Key-X) and Expressia to overcome communication barriers and promote digital inclusion, while also identifying areas for improvement related to the participants' specific needs. Despite some challenges, the study concludes that AT (Key-X and Expressia), when used in inclusive pedagogical practices, are effective in promoting learning and inclusion for young people with specific needs.
This research explores the effectiveness of Assistive Technologies (AT), specifically the Multifunctional Smart Keyboard (Key-X) and the digital resource Expressia, in promoting digital inclusion and skill development in young people with specific needs. The study adopts both qualitative and quantitative approaches, based on the case study method (Yin, 2001), investigating two participants: a young woman with Down syndrome (P1) and a young man with Autism Spectrum Disorder (P2). Data were collected at the Center for Digital Inclusion Resources (CRID) of the School of Education and Social Sciences (ESECS) at the Polytechnic Institute of Leiria (IPLeiria) over nine months through participant observation, semi-structured interviews with a representative from the technology development company, document analysis, and field notes. The results were analyzed both qualitatively and quantitatively, using a 1 to 5 scale in the applied activities. Analysis of the 210 activities indicated that the Assistive Technologies significantly contributed to the development of digital, cognitive, personal, and social skills in the young participants, with variations in the areas of greatest impact. P1 showed more significant progress in autonomy and social interaction, while P2 achieved better results in cognitive skills, such as working memory and pattern recognition. Comparative analysis suggests that the effectiveness of AT is enhanced when interventions are tailored to the individual needs of users, providing specific and structured support. The research demonstrates the potential of the Multifunctional Smart Keyboard (Key-X) and Expressia to overcome communication barriers and promote digital inclusion, while also identifying areas for improvement related to the participants' specific needs. Despite some challenges, the study concludes that AT (Key-X and Expressia), when used in inclusive pedagogical practices, are effective in promoting learning and inclusion for young people with specific needs.
Description
Dissertação de mestrado, Educação e Tecnologias Digitais - EaD, 2025, Universidade de Lisboa, Instituto de Educação
Keywords
Inclusão digital Tecnologias assistivas Síndrome de Down Transtorno do espetro do autismo Jovens Dissertações de mestrado - 2025