REMOTE INTERVENTION MODEL FOR A STUDENT WITH CEREBRAL PALSY: USE OF DIGITAL GAME WITH TECHNOLOGICAL AND ASSISTIVE TECHNOLOGY CONTRIBUTIONS
DOI:
https://doi.org/10.21814/rpe.32654Keywords:
Special education; Remote teaching; Digital Games; Cerebral Palsy; InclusionAbstract
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.
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