INCLUSIVE LEARNING WITH DIGITAL TOOLS: SEA TEACHER INSIGHTS ON AUTISM AND DOWN SYNDROME
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App\Base\Administrativo\Model\Artigo {#1845 // app/Providers/../Base/Publico/Artigo/resources/show_includes/info_artigo.blade.php #connection: "mysql" +table: "artigo" #primaryKey: "id" #keyType: "int" +incrementing: true #with: [] #withCount: [] +preventsLazyLoading: false #perPage: 15 +exists: true +wasRecentlyCreated: false #escapeWhenCastingToString: false #attributes: array:35 [ "id" => 140715 "edicao_id" => 442 "trabalho_id" => 2139 "inscrito_id" => 9227 "titulo" => "INCLUSIVE LEARNING WITH DIGITAL TOOLS: SEA TEACHER INSIGHTS ON AUTISM AND DOWN SYNDROME" "resumo" => "ABSTRACT This qualitative study examines the role of digital media in inclusive Specialised Educational Assistance (SEA) for children with Autism Spectrum Disorder (ASD), Down syndrome, and neurotypical peers. Grounded in Piagetian constructivism, Vygotskian sociocultural theory, and the Universal Design for Learning (UDL) framework, the research combines a focused literature review of the past decade with a semi structured interview of an SEA teacher working in an inclusive public school. Thematic content analysis revealed that interactive educational games, visual supports, audiovisual materials, and assistive technologies can enhance cognitive processing, communication, and socio emotional engagement when integrated with purposeful pedagogical scaffolding. Students with ASD benefited most from structured, predictable multimodal resources that reduced anxiety and supported symbolic understanding; learners with Down syndrome showed increased task persistence and motor verbal learning when activities emphasized repetition and immediate feedback; neurotypical peers gained opportunities for cooperative learning and prosocial interaction through shared digital tasks, contributing to a more empathetic classroom climate. The teacher’s participation in online professional platforms (e.g., CEPFO) emerged as a key enabler for adapting digital tools to pedagogical aims, highlighting the importance of continuous professional development. Persistent barriers included uneven technological infrastructure, limited access to evidence based assistive applications, and insufficient targeted training for managing diverse learner needs. The study argues that digital media can be transformative for inclusive education if implementation follows UDL principles, is accompanied by systematic teacher capacity building, and is supported by institutional investment in infrastructure and accessible resources. Recommendations include developing contextually relevant toolkits, expanding empirical evaluations of specific technologies across diagnoses, and designing scalable professional development models for SEA teachers. By triangulating current research and practitioner insight, the study contributes practical guidance for educators and policymakers seeking to leverage digital technologies to promote equity and participation in inclusive classrooms." 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Grounded in Piagetian constructivism, Vygotskian sociocultural theory, and the Universal Design for Learning (UDL) framework, the research combines a focused literature review of the past decade with a semi structured interview of an SEA teacher working in an inclusive public school. Thematic content analysis revealed that interactive educational games, visual supports, audiovisual materials, and assistive technologies can enhance cognitive processing, communication, and socio emotional engagement when integrated with purposeful pedagogical scaffolding. Students with ASD benefited most from structured, predictable multimodal resources that reduced anxiety and supported symbolic understanding; learners with Down syndrome showed increased task persistence and motor verbal learning when activities emphasized repetition and immediate feedback; neurotypical peers gained opportunities for cooperative learning and prosocial interaction through shared digital tasks, contributing to a more empathetic classroom climate. The teacher’s participation in online professional platforms (e.g., CEPFO) emerged as a key enabler for adapting digital tools to pedagogical aims, highlighting the importance of continuous professional development. Persistent barriers included uneven technological infrastructure, limited access to evidence based assistive applications, and insufficient targeted training for managing diverse learner needs. The study argues that digital media can be transformative for inclusive education if implementation follows UDL principles, is accompanied by systematic teacher capacity building, and is supported by institutional investment in infrastructure and accessible resources. Recommendations include developing contextually relevant toolkits, expanding empirical evaluations of specific technologies across diagnoses, and designing scalable professional development models for SEA teachers. By triangulating current research and practitioner insight, the study contributes practical guidance for educators and policymakers seeking to leverage digital technologies to promote equity and participation in inclusive classrooms." 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