ABSTRACT
The objective of this investigation was to analyze the constraints to which teachers of Specialized Educational Assistance are subject to when carrying out the development and use of pedagogical resources for students of multifunctional resource rooms. We used a semi-structured interview script followed by a content analysis. A flowchart illustrating the development of assistive technology resources served as a basis for the interviews and theoretical framework. The results showed that teachers followed the steps proposed by the flowchart, but they were not limited by it. The teachers expressed various concerns in their teaching practice, such as collaborative work, the “invisibility” of the assistive technology resources, continuous understanding of the universe of their students, and especially, monitoring of the use of resources in the school environment. Their actions show a convergence of theoretical knowledge, “praxis” and contextualization of reality.
KEYWORDS:
assistive technology; pedagogical resources; multifunctional resource room