Remote intervention model for a student with Cerebral Palsy: Use of digital game with technological and assistive technology contributions.
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| Title: | Remote intervention model for a student with Cerebral Palsy: Use of digital game with technological and assistive technology contributions. |
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| Alternate Title: | Modelo de intervención remota para un estudiante con Parálisis Cerebral: Uso de juego digital con aportes tecnológicos y de tecnología asistiva. Modelo de intervenção remota a um estudante com Paralisia Cerebral: Uso de jogo digital com aportes tecnológicos e de tecnologia assistiva. |
| Authors: | Seabra Junior, Manoel Osmar1, Pinto Ferreira, Simone1, Salzani Fiorini, Maria Luiza1 salzanifiorini@yahoo.com.br, Nemézio da Costa Siqueira, Mônica1, Rodrigues Costa, Camila1, Rodrigues, Viviane1, Carolina Toledo da Silva, Fernanda1, de Oliveira Santos, Elaine1 |
| Source: | Revista Portuguesa de Educação. jul-dez2025, Vol. 38 Issue 2, p1-22. 22p. |
| Subject Terms: | *Games, *Assistive technology, *Special education, Cerebral palsy, Digital technology |
| Abstract (English): | With the COVID-19 pandemic period, it became necessary to create remote service models so as not to interrupt the educational development of students of the target population of special education. The objective was to develop a model of remote intervention for a student with cerebral palsy using a digital game, through the means of technological contributions and Assistive Technology Resources (ATR). This is qualitative research with a case study of a student with cerebral palsy who has difficulties in gross motor skills, use of his hands and communication, needing pedagogical interactions to match playful-educational activities in the midst of a pandemic period of COVID-19. For data collection, the following were used: (1) an information guide; (2) the identification and selection of ATR; and (3) the elaboration of the tic-tac-toe game in PowerPoint. After this stage, judges and researchers were present at the participant's residence to assess the family context, the selected equipment, and the ATR. The sessions were recorded via filming. Electronic notes were made through: (1) participant performance in basic notebook and game configuration skills; (2) the usability of ATR; and (3) interaction with the adversary (researcher). In the data analysis, the usability of the ATR was described together with the model used for the configuration and execution of the remote service. The family played a leading role in helping the participant in the initial training in remote mode for interaction with digital technology. It is noteworthy that the following ATR were used: (1) enlarged keyboard; (2) stationary mouse (Trackball type) to replace the mouse in order to increase the feedback time and improve the cursor direction. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Con el período de pandemia de COVID-19, se hizo necesario crear modelos de atención remota para no interrumpir el desarrollo educativo de los estudiantes de la población objetivo de educación especial. El objetivo fue desarrollar un modelo de intervención remota para un estudiante con parálisis cerebral mediante un juego digital, a través de aportes tecnológicos y Recursos de Tecnología Asistiva (RTA). Se trata de una investigación cualitativa con el estudio de caso de un estudiante con parálisis cerebral que presenta dificultades en la motricidad gruesa y el uso de las manos y la comunicación, necesitando interacciones pedagógicas que combinen con actividades lúdico-educativas en medio de un período pandémico de COVID19. Para la recolección de datos, se recurrió a: (1) un guía informativo; (2) la identificación y selección de RTA; y (3) la elaboración del juego de tres en raya en PowerPoint. Finalizada esta etapa, jueces e investigadores se hicieron presentes en la residencia del participante para valorar el contexto familiar, el equipamiento seleccionado y el RTA así como para dar sus opiniones y sugerencias. Las sesiones fueron grabadas mediante filmación. Las notas electrónicas se realizaron a través de: (1) desempeño de los participantes en habilidades básicas de configuración de cuadernos y juegos; (2) la usabilidad de RTA; y (3) interacción con el adversario (investigador). En el análisis de los datos, se describió la usabilidad de los RTA junto con el modelo utilizado para la configuración y ejecución del servicio remoto. La familia tuvo un papel protagónico al ayudar al participante en la capacitación inicial en modalidad remota para la interacción con la tecnología digital. Cabe destacar que se utilizaron los siguientes RTA: (1) teclado ampliado; (2) mouse estacionario (tipo Trackball). [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Com o período de pandemia da COVID-19, tornou-se necessária a criação de modelos de atendimento remoto para não interromper o desenvolvimento educacional dos alunos do público-alvo da educação especial. Objetivou-se desenvolver um modelo de intervenção remota para um aluno com paralisia cerebral, utilizando um jogo digital, por meio de contribuições tecnológicas e Recursos de Tecnologia Assistiva (RTA). Trata-se de uma pesquisa qualitativa com estudo de caso de um aluno com paralisia cerebral que apresenta dificuldades na motricidade grossa, no uso das mãos e na comunicação, necessitando de interações pedagógicas que correspondam às atividades lúdico-educativas em meio a um período de pandemia de COVID-19. Para a coleta de dados, recorreu-se: (1) a um guia informativo; (2) à identificação e seleção dos RTA; e (3) à elaboração do jogo da velha em PowerPoint. Após essa etapa, juízes e pesquisadores estiveram presentes na residência do participante para avaliar o contexto familiar, os equipamentos selecionados e os RTA. As sessões foram gravadas por meio de filmagem. As anotações eletrônicas foram realizadas por meio de: (1) desempenho do participante nas habilidades básicas de configuração do notebook e do jogo; (2) a usabilidade dos RTA; e (3) interação com o adversário (pesquisador). Na análise dos dados, foram descritas a usabilidade dos RTA juntamente com o modelo utilizado para configuração e execução do serviço remoto. A família teve protagonismo no auxílio ao participante na formação inicial na modalidade remota para interação com a tecnologia digital. Ressalta-se que foram utilizados os seguintes RTA: (1) teclado ampliado; (2) mouse estacionário (tipo Trackball). [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | With the COVID-19 pandemic period, it became necessary to create remote service models so as not to interrupt the educational development of students of the target population of special education. The objective was to develop a model of remote intervention for a student with cerebral palsy using a digital game, through the means of technological contributions and Assistive Technology Resources (ATR). This is qualitative research with a case study of a student with cerebral palsy who has difficulties in gross motor skills, use of his hands and communication, needing pedagogical interactions to match playful-educational activities in the midst of a pandemic period of COVID-19. For data collection, the following were used: (1) an information guide; (2) the identification and selection of ATR; and (3) the elaboration of the tic-tac-toe game in PowerPoint. After this stage, judges and researchers were present at the participant's residence to assess the family context, the selected equipment, and the ATR. The sessions were recorded via filming. Electronic notes were made through: (1) participant performance in basic notebook and game configuration skills; (2) the usability of ATR; and (3) interaction with the adversary (researcher). In the data analysis, the usability of the ATR was described together with the model used for the configuration and execution of the remote service. The family played a leading role in helping the participant in the initial training in remote mode for interaction with digital technology. It is noteworthy that the following ATR were used: (1) enlarged keyboard; (2) stationary mouse (Trackball type) to replace the mouse in order to increase the feedback time and improve the cursor direction. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 08719187 |
| DOI: | 10.21814/rpe.32654 |
