The process of literacy of people with disabilities and deafness requires special attention from the teacher who often have no way to individually monitor each student, especially with the growing number of students per class and false inclusion. In this situation the use of educational computer programs, with the possibility of ongoing school record for teacher appreciation a posteriori can be of great help in teaching project planning . Academic studies show that many software have been developed for teaching via an experiential approach to behavior analysis.
The MTSLab, a program to prepare and complete tasks matching-to-sample, was developed to use dynamic stimuli such as movies and sounds in Windows 98 environment, but it works with Windows 7 and 8, records the responses and session events of the times. At the time the program was used in multiseriate classrooms APAE, aiming to study the behavior of the students face the challenge of using technology when most people still was considering the use of computers in the classroom for people with disabilities and deaf. The study became a PhD Professor Celso Socorro Oliveira and indicated that students with disabilities could demonstrate almost the same performance of others, especially when planning the tasks in the program started from something known to teach something new.
Planning and execution classes with educational technology
the requirements analysis for the construction of the program indicated the need for the data and transportable results in text files, because the equipment available in schools and consulted NGOs, and also by using file “log”, partial events in the event of a computer malfunction. The program was divided into two modules, a task generator for each session and a session performer. The task generator requests stimuli (flimes or photos) to be taught and generates a text file with the schedule of implementation in another file, so the teacher can customize the execution. The task executor module logs all time and participant choices programmed in the previous module.
The use of software to teach is expanding
Although it was designed in 1998, other software using the same concepts are being widely available on the market for tablets, iPads and mobile environments, seeking a symbol repertory increase so that each child can follow your own pace of learning and the teacher can set different content as needed individual each, even with the diversity of students in a classroom. Another important aspect is the use of such programs for the education of people with autism spectrum at various levels as well.
Unfortunately, these programs and facilities are not yet available in the state and even municipal public, because the current state-of-the-art teaching has not changed and still conceives a separate computer room of the classroom, with little use of time and often without control in relation to the pedagogical project of the class curriculum.
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