Conception of initial training teachers: knowledge about Dosvox Assistive Technology

Abstract

The use of Assistive Technology has expanded the autonomy and enabled the inclusion of students with disabilities in the educational scope of teaching. Therefore, it is important for teachers to qualify to use these technologies in classroom. This study aims to investigate the conception of teachers in initial formation of a Pedagogy course on the knowledge of Assitive Technology – Dosvox Software for inclusive education, to project the teaching and learning process of visually impaired students. A qualitative approach of a descriptive nature was used, having as a strategy the case study. It was carried out in a Public Higher Education Institution, located in the interior of the state of Paraná, and brings as participants twenty-five teachers in initial training. The instuments used were questionnaires with open questions. The data were analyzed from the content analysis, divided into three categories: i) conception about visual impairment; ii) inclusive education; iii) assistive technology. The results reveal that there are gaps in relation to the teachers’ knowledge about TA for the teaching and learning process for visually impaired students, paying attention to the inclusion of subjects in the undergraduate curriculum, to address the application of consistent theories and practices.