Universal Journal of Educational Research Vol. 3(11), pp. 891 - 896
DOI: 10.13189/ujer.2015.031115
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Differentiated Instructional Strategies and Assistive Technology in Brazil: Are We Talking about the Same Subject?

Gerusa Ferreira Lourenco ^*, Adriana Garcia Goncalves , Nassim Chamel Elias
Department of Occupational Therapy, Federal University of Sao Carlos, Brazil

ABSTRACT

The aim of this study was to present the association of educational strategies and differentiated instructions with assistive technology for special education students. The use of technology is an important ally for mediation among teachers, students and academic content. For special education students, there is a need to promote general adjustments, such as architectural, curricula and material adaptations. Among the technological possibilities, assistive technology has gained prominence in order to provide functional improvement and success in performance by people with disabilities. The potential participation achieved by using a resource properly implemented makes this theme present in educational policies aiming the inclusive education, permeating the need for the teacher to make use of these resources when teaching these students. However, by just having the resource available does not guarantee that it will benefit learning, it is necessary to introduce differentiated instruction strategies, because each student's specific needs must be considered. Teachers who use differentiated instruction are quite aware of the goal they want to achieve and the curriculum sequence defined by the governing bodies of education, and care about the education and learning of academic content with the necessary adaptations for special education students. They are aware that students are at different skill levels, but in a continuous understanding and development. The main goal of assistive technology, associated with the applicability of appropriate strategies, is to maximize the skills of each student by teaching and helping him/her to develop it as much and as quickly as he/she can. Once the skills are acquired, they enhance learning for these students because they make accessibility to content easier and make the learning enjoyable.

KEYWORDS
Special Education, Inclusion, Assistive Technology, Differentiated Instruction, Teaching Strategies

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Gerusa Ferreira Lourenco , Adriana Garcia Goncalves , Nassim Chamel Elias , "Differentiated Instructional Strategies and Assistive Technology in Brazil: Are We Talking about the Same Subject?," Universal Journal of Educational Research, Vol. 3, No. 11, pp. 891 - 896, 2015. DOI: 10.13189/ujer.2015.031115.

(b). APA Format:
Gerusa Ferreira Lourenco , Adriana Garcia Goncalves , Nassim Chamel Elias (2015). Differentiated Instructional Strategies and Assistive Technology in Brazil: Are We Talking about the Same Subject?. Universal Journal of Educational Research, 3(11), 891 - 896. DOI: 10.13189/ujer.2015.031115.