<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742023000100066</article-id>
<article-id pub-id-type="doi">10.25749/sis.27543</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[An Assistive Computer Technology Implementation Program for Students with Cerebral Palsy]]></article-title>
<article-title xml:lang="pt"><![CDATA[Um Programa de Implementação de Tecnologia Assistiva Computacional para Estudantes com Paralisia Cerebral]]></article-title>
<article-title xml:lang="es"><![CDATA[Un Programa de Implementación de Tecnología Computarizada de Asistencia para Estudiantes con Parálisis Cerebral]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[Gerusa Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Enicéia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos Centro de Ciências Biológicas e da Saúde Departamento de Terapia Ocupacional]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Centro de Educação e Ciências Humanas Departamento de Psicologia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>28</day>
<month>02</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>28</day>
<month>02</month>
<year>2023</year>
</pub-date>
<volume>10</volume>
<numero>3</numero>
<fpage>66</fpage>
<lpage>85</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742023000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742023000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742023000100066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Assistive technology devices can help students with cerebral palsy to perform everyday tasks in school more efficiently and independently. However, the implementation of such a system is a complex process and an essential element of its successful application is the involvement of a skilled and experienced team of professionals. The aim of this study was to implement and evaluate the effects of an in-service assistive technology training program for school professionals-which was developed to facilitate the learning process of students with cerebral palsy in a special school in a city located within São Paulo State (Brazil)-using a collaborative research approach. Data were collected from open-ended response questionnaires, focus groups, videotapes, and field notes. The results indicated that such a collaborative program can effectively enable teachers, school staff members and students to use these types of assistive technology devices, and additionally, that the collaborative nature of the project was of overriding importance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os dispositivos de tecnologia assistiva podem ajudar os alunos com paralisia cerebral a realizar tarefas cotidianas na escola de forma mais eficiente e independente. No entanto, a implementação de um sistema deste tipo é um processo complexo e um elemento essencial para o sucesso da sua aplicação é o envolvimento de uma equipe de profissionais qualificados e experientes. O objetivo deste estudo foi implementar e avaliar os efeitos de um programa de treinamento em serviço em tecnologia assistiva para profissionais da escola, desenvolvido para facilitar o processo de aprendizagem de alunos com paralisia cerebral em uma escola especial de uma cidade do interior do estado de São Paulo (Brasil)-usando uma abordagem de pesquisa colaborativa. Os dados foram coletados a partir de questionários abertos, grupos focais, gravações em vídeo e diários de campo. Os resultados indicaram que tal programa colaborativo pode efetivamente permitir que professores, funcionários da escola e alunos usem esses tipos de dispositivos de tecnologia assistiva e, além disso, que a natureza colaborativa do projeto foi de suma importância.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los dispositivos de tecnología de asistencia pueden ayudar a los estudiantes con parálisis cerebral a realizar las tareas cotidianas en la escuela de manera más eficiente e independiente. Sin embargo, la implementación de un sistema de este tipo es un proceso complejo y un elemento esencial para su aplicación exitosa es la participación de un equipo de profesionales capacitados y experimentados. El objetivo de este estudio fue implementar y evaluar los efectos de un programa de formación en tecnología de asistencia en servicio para profesionales de la escuela, que fue desarrollado para facilitar el proceso de aprendizaje de estudiantes con parálisis cerebral en una escuela especial en una ciudad ubicada en el estado de São Paulo (Brasil), utilizando un enfoque de investigación colaborativa. Los datos se recopilaron a partir de cuestionarios de respuesta abierta, grupos focales, cintas de video y notas de campo. Los resultados indicaron que un programa colaborativo de este tipo puede permitir de manera efectiva que los maestros, miembros del personal escolar y estudiantes usen este tipo de dispositivos de tecnología de asistencia y, además, que la naturaleza colaborativa del proyecto era de suma importancia.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[assistive technology]]></kwd>
<kwd lng="en"><![CDATA[education professionals&#8217; preparation]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia assistiva]]></kwd>
<kwd lng="pt"><![CDATA[formação de profissionais da educação]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[tecnología de asistencia]]></kwd>
<kwd lng="es"><![CDATA[preparación de profesionales de la educación]]></kwd>
</kwd-group>
</article-meta>
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