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EFFECTS OF A TRAINING PROGRAM FOR RESOURCE ROOM TEACHERS ON CONCEPTUALIZING ASSISTIVE TECHNOLOGY AND AAC

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An in-service training program was planned and implemented to improve the skills of 21 resource room teachers to provide educational instruction to their nonvocal students, as well as to offer training to other special and regular teachers. Before and after the intervention an 11 open-ended-question - survey was administered to 10 resource room teachers with the purpose of identifying these teachersĀ“ concepts of deficiency, Assistive Technology (AT), and AAC, and what, in their perspectives were the benefits of these resources for both student and teacher. Data revealed that after treatment participants: a)provided a more positive view of deficiency; b) contrasting with the responses given before treatment, teachers considered that both low and high AT resources are beneficial for both the student and the teacher; also participants named more AAC resources, especially the high tech ones; c) the teachers stressed that it is up to the teacher to develop dynamic lessons and group activities to give all students opportunities to play together and have fun; it is also necessary that all students as well as the teachers put themselves in the otherĀ“ shoes to overcome the interactional barriers speechless students face. In evaluating the training program, the participants declared that the theoretical content of the course contributed significantly, as there was a positive development, commitment and desire to improve practice in the classroom. The participants evaluated the case studies that were carried out during the training sessions as very fruitful.

Author(s):

LEILA REGINA NUNES    
UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO
Brazil

CAROLINA SCHIRMER    
UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO
Brazil

STEFHANNY SILVA    
UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO
Brazil

JANAINA LARRATE    
INSTITUTO HELENA ANTIPOFF
Brazil

MARISTELA SIQUEIRA    
INSTITUTO HELENA ANTIPOFF
Brazil

VERA LUCIA VAL    
INSTITUTO HELENA ANTIPOFF
Brazil

THATYANA MACHADO    
UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO
Brazil

 

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