E-Down : uma metodologia de apoio ao ensino de alunos com síndrome de Down em ambientes virtuais de aprendizagem

Abstract

One of the challenges in basic education is the inclusion of students with Down syndrome in regular schools. Some studies have already discussed the advantages of using technological resources as tools of mediation in literacy processes, as well as the impact of these resources in the modality of distance education. However, a problem identified in the current state of the art is the lack of initiatives related to the use of virtual learning environments (VLEs) as a complementary resource in special education to improve literacy. To achieve this, it is important to analyze and evaluate criteria for choosing and setting up an VLE that considers the needs of students with Down syndrome. Considering this context, this work presents an innovative methodology that considers the specific requirements of students with Down syndrome, as well as the use of VLE configured in the format suggested by the proposed methodology, which we call E-Down, whose objective is to provide people with Down syndrome greater perspectives of learning with VLE. Through this use, schools and education professionals will have input into the choice, configuration, and use of a more appropriate virtual learning environment considering the specific needs of students with Down syndrome. As an evaluation, four virtual learning environments are analyzed in terms of adequacy considering the requirements for these students with Down syndrome. Interaction and interaction evaluation were also performed, these being configured in the VLE standard format and in the proposed methodology format, with students with Down syndrome to analyze their use with the VLE selected.