v. 7 (2025): Janeiro-Dezembro: publicação contínua
Artigo Original - Educação

Impacto de um programa digital na aprendizagem de ciência e tecnologia em estudantes com necessidades especiais

PDF (Español (España))
Daniel Portal Reategui
Universidad Señor de Sipán
Biografia
Carlos Eduardo Cobos Gutiérrez
Escuela de Educación Superior Tecnológica IDAT
Biografia
DOI: https://doi.org/10.37073/puriq.7.763

Publicado 2025-06-24

Palavras-chave

  • Inclusão educacional,
  • tecnologias digitais,
  • educação especial,
  • aprendizagem significativa,
  • análise estatística

Como Citar

Portal Reategui, D., & Cobos Gutiérrez, C. E. (2025). Impacto de um programa digital na aprendizagem de ciência e tecnologia em estudantes com necessidades especiais. Puriq, 7, e763. https://doi.org/10.37073/puriq.7.763

Copyright (c) 2025 Daniel Portal Reategui, Carlos Eduardo Cobos Gutiérrez

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

Métricas alternativas

Share
Crossref
Scopus
Google Scholar
Europe PMC

Resumo

Este estudo analisou o impacto de um Programa Digital de aprendizagem em Ciência e Tecnologia em estudantes com necessidades especiais da IE 2047. Foi realizado um estudo pré-experimental e descritivo com uma abordagem correlacional, avaliando 30 participantes com o uso de instrumentos confiáveis e ferramentas estatísticas tanto descritivas quanto inferenciais. Os resultados indicaram um aumento significativo nos desempenhos após o teste, uma relação positiva entre o tempo de uso do programa e a melhoria nos resultados, além de uma alta confiabilidade nas ferramentas utilizadas. Esses achados mostram que as tecnologias digitais podem ser úteis para promover a inclusão e melhorar a aprendizagem em contextos educacionais desafiadores

PDF (Español (España))

Downloads

Não há dados estatísticos.

Referências

  1. Adjiovski, B., Bogatinoska, D. C., Ismajloska, M., & Malekian, R. (2024). Enhancing educational technology in lectures for school students with learning disabilities: A comprehensive analysis. SN Computer Science, 5(6). https://doi.org/10.1007/s42979-024-03049-z
  2. Baek, C., Saito-Stehberger, D., Nam, A., Lopez, G., Jacob, S., & Warschauer, M. (2024). Empowering Latine elementary school students with disabilities: Computer programming through culturally sustaining curriculum. Computer Science Education, 1–26. https://doi.org/10.1080/08993408.2024.2396749
  3. Bachtsis, R., Perifanou, M., & Economides, A. A. (2024). Challenges faced by students with special needs in primary education during online teaching. Education Sciences, 14(3), 220. https://doi.org/10.3390/educsci14030220
  4. Belda-Medina, J. (2024). Inclusive education through digital comic creation in higher learning environments. Social Sciences, 13(5), 272. https://doi.org/10.3390/socsci13050272
  5. Bong, W. K., & Chen, W. (2021). Increasing faculty’s competence in digital accessibility for inclusive education: A systematic literature review. International Journal of Inclusive Education, 1–17. https://doi.org/10.1080/13603116.2021.1937344
  6. Carvalho, A. E., Blanc, S., Aguiar, M., & Torres, A. C. (2024). Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies. Educational Process International Journal, 13(2). https://doi.org/10.22521/edupij.2024.132.8
  7. Dastyari, A., & Jose, C. (2024). Achieving inclusive and equitable quality education for all: The importance of digital inclusion. Alternative Law Journal, 49(4), 282–287. https://doi.org/10.1177/1037969x241295798
  8. De Soriano, A. J. Z. G., Montoro, M. A., & Colón, A. M. O. (2024). Digital teaching competence and educational inclusion in higher education: A systematic review. The Electronic Journal of e-Learning, 22(1), 31–45. https://doi.org/10.34190/ejel.22.1.3139
  9. Fokides, E., & Lagopati, G. (2024). The utilization of 3D printers by elementary-aged learners: A scoping review. Journal of Information Technology Education Innovations in Practice, 23, 006. https://doi.org/10.28945/5288
  10. Hurwitz, L. B., & Vanacore, K. P. (2022). Educational technology in support of elementary students with reading or language-based disabilities: A cluster randomized control trial. Journal of Learning Disabilities, 56(6), 453–466. https://doi.org/10.1177/00222194221141093
  11. Kumas, O. A., & Yildirim, A. E. S. (2024). Exploring digital parenting awareness, self-efficacy and attitudes in families with special needs children. British Journal of Educational Technology, 55(5), 2403-2418. https://doi.org/10.1111/bjet.13457
  12. Layachi, A., & Pitchford, N. J. (2024). Formative evaluation of an interactive personalised learning technology to inform equitable access and inclusive education for children with special educational needs and disabilities. Technology Knowledge and Learning. https://doi.org/10.1007/s10758-024-09739-0
  13. Lynch, P., Singal, N., & Francis, G. A. (2022). Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: A systematic literature review. Educational Review, 76(2), 405–431. https://doi.org/10.1080/00131911.2022.2035685
  14. Mavrou, K., Symeonidou, S., & Tsakiri, M. (2024). Once inclusive always inclusive (?): Experiences of Cypriot teachers and parents of children with disabilities on the use of technology and collaboration before and during the Covid-19 pandemic. International Journal of Inclusive Education, 1–17. https://doi.org/10.1080/13603116.2024.2326615
  15. Oakley, G. (2024). A scoping review of research on the use of digital technologies for teaching reading fluency. Education Sciences, 14(6), 633. https://doi.org/10.3390/educsci14060633
  16. Paustovska, M., Lytovchenko, S., Marieiev, D., Bazyliak, N., & Malii, A. (2024). Approaches to inclusive foreign language instruction in higher education. Salud Ciencia Y Tecnología - Serie De Conferencias, 3. https://doi.org/10.56294/sctconf2024.711
  17. Pierrés, O., Christen, M., Schmitt-Koopmann, F. M., & Darvishy, A. (2024). Could the use of AI in higher education hinder students with disabilities? A scoping review. IEEE Access, 12, 27810–27828. https://doi.org/10.1109/access.2024.3365368
  18. Rincón, S. a. C., Gudiño, H. M., & De Jesús Gil Herrera, R. (2024). Robotics for inclusive education: Combining active methodologies in a classroom. Contemporary Educational Technology, 16(3), ep522. https://doi.org/10.30935/cedtech/14939
  19. Stalmach, A., D’Elia, P., Di Sano, S., & Casale, G. (2023). Digital learning and self-regulation in students with special educational needs: A systematic review of current research and future directions. Education Sciences, 13(10), 1051. https://doi.org/10.3390/educsci13101051
  20. Umar, F., Misbah, M., Jannah, M., & Mahakeeta, A. (2024). Bibliometric analysis of adaptive physical education in inclusive education to promote Sustainable Development Goals. E3S Web of Conferences, 568, 04032. https://doi.org/10.1051/e3sconf/202456804032