http://www.cnotinfor.pt/tabrasil
Made by:
Pedro Pinto
Secundino Correia
CNOTINFOR (Coimbra, Portugal)
Supplementary study under the scope of the Inclusive Education Workshop in Brazil: Current and Future Diagnostic Procedures, run by the World Bank between March and June 2003.
In light of the incisive and complex questions that were raised during this Workshop’s discussions:
We established the following specific aims for this study:
In the past, the theoretical reference system inherited from the organising model of Special Education strongly influenced technology as a means of support for medical action and rehabilitation. Therapeutic treatment placed the emphasis on both the disease and the strategies for minimising the problems resulting from the incapacity.
We find an “inclusivist” understanding of this technology’s role in the report produced by Prof. António Nunes Barbosa Filho (NEAR/UFPE), which defines “Adapted Technology as that which is developed and guided by an endeavour to provide the disabled individual with full autonomy over their everyday activities, be they domestic or professional”.
The Inclusive Education Workshop’s electronic discussion list included several contributions for a new understanding of the role of assistive technology, underpinning it with “a new logic”: the logic of inclusion, of health, of possibility and potentiality.
“Rehabilitation only makes sense if it is guided by notions of an independent
life and inclusion. For healthcare/rehabilitation professionals, inclusion
demands a review of concepts and practices, that is based on the upgrading of
the subject, who is not merely a patient but rather a player in their own
rehabilitation process. Moreover, it is based on their functional potential and
not their disability. It means exploring the potential of the individual,
valuing their desires and skills, founded on concepts health and positive
expectations”.
(Rita Bersh[1]
)
The new nomenclature of Assistive Technologies uses categorisation that is based on a functional approach. It is described as a resource modality that is based on the disability (blindness, deafness) and not the resulting functional difficulties. Some Assistive Technology modalities include, among others:
(More information may be obtained at www.clik.com.br/ta_01.html)
An all-inclusive school, as opposed to an elitist school from the Victorian age and the egalitarian school endorsed by the French Revolution, has the overriding aim of ensuring equal opportunities for everyone, taking their differences into account, developing their potential to the maximum and guaranteeing inclusion in the group.
Assistive Technologies, which are seen as instruments used to promote this equality of opportunity, should be designed in order to guarantee their functioning in the complex and often contradictory reality that is School.
The design, adaptation or application of any assistive technology solution should engage and involve the web of relationships that the child establishes in School, including teachers, support members of staff, friends or family, and contribute towards the exploitation of their potential as an individual, without generating hidden segregation.
In many developing countries, common complaints are that the help available is not appropriate and that its maintenance cannot be done locally. Or, alternatively, that there are not sufficient financial resources to buy new batteries for an item of equipment that has been donated by an international organisation.
For example, Assistive Technologies for children should not be smaller copies of equipment designed for adults. Instead, during their design and conception, the physiological and pedagogical needs of the context in which these children live should be taken into account.
All children need to play, including disabled children. Assistive Technologies designed for children should be functional and robust, but above all they should stimulate and help play, peer interaction and the fun aspect of child behaviour.
For those whose autonomy is conditioned by numerous architectural barriers, difficulties in using public or private means of transport and obvious disadvantages in the access to information, the use of a computer and access to the Internet may represent a freedom only previously dreamed of. (accessibility in the Architecture)
Information technologies are important alternatives for a large number of people with paralyses, amputees, individuals with difficulties in controlling their movements, the blind or the deaf, for the purposes of learning, gaining access to information, leisure and work (accessibility to Software).
Motor deficiencies may be caused by arthritis, tendonitis, strokes, cerebral palsy, multiple sclerosis and the paralysis or loss of limbs or fingers or toes, among others. These users recur to various specific systems that improve the use of or bypass the need for a keyboard or mouse (accessibility for Motor Deficiency).
Brazil has leading experts in many different areas, including the development of IT resources for the blind, the adaptation of school material or the accessibility of buildings with sensor tracks that enable independent mobility.
Some initiatives, involving representatives of various areas of the Administration, the Scientific Community and organised civil society, allow needs to be identified and important positions to be adopted:
Accessibility and Digital Inclusion is a highly relevant topic for Brazil, which has approximately 24.3 million disabled people, according to the 2000 Brazilian Census.
The PROINESP Project, launched by the Ministry of Education / Secretary of Special Education in 2000, aims to encourage the pedagogical use of Information and Communication Technologies (ICT) in the Education of special-needs students at specialised schools run by non-profit making non-governmental organisations, by making the technical resources available and, at the same time, ensuring the qualification of teachers at these schools.
The Digital Inclusion Workshop held on 14th, 15th, 16th and 17th May 2001 in Brasília, was organised by the Electronic Government Executive Committee (http://www.governoeletronico.gov.br) and made recommendations in relation to the chapter of “Digital Inclusion, The Disabled Person, Special Equipment and Accessibility”.
The Universalization of Services Working Group of the Electronic Government Executive Committee, coordinated by the Secretary of Logistics and IT of the Ministry of Planning, Budgeting and Management, publishes the use of accessibility principles, as stipulated by the Web Accessibility Initiative -WAI, on public Brazilian sites (approximately 3,000 sites).
Accordingly, it invited Accessibilidade Brasil (Brazil Accessibility) to inform managers of public sites of these principles, with the principal aim of adhering to federal accessibility law (Act 10098 of 19/12/2000). On 30.9.2002 the "Accessibility to public Brazilian Sites" discussion was held.
Many of the interventions on the electronic discussion lists of the Inclusive Education Workshop, organised by the World Bank, mentioned valid tips for a plan of action, of which we highlight the following:
“What should we propose in relation to technical supports? In a previous message I referred to the need to systematize the information concerning technical supports on sale in the country through a database. (...)
Every year, thousands of graduation studies are done that demand a technological product. What if a fraction of these went towards the development of technical supports?
I think that it is necessary to show to these students, the professionals of the future, that they can both contribute towards the development of these products and work professionally in this sector.
In order to achieve this initial incentive, one could work with the stimulus of a prize, as has already been suggested in another message.
A national prize, open to all students and teachers, which could be divided into different categories. There could also be a Latin American prize and even an Ibero-Latin-American prize.
I would like to clarify that I have these opinions in accordance with my own experience as a teacher and researcher at public universities. I have seen many efficient prototypes (such as a voice-controlled motorised wheelchair designed by a team of students from the São José Technical College - SC) being developed with resources provided by the students and teachers themselves. With a little bit of encouragement, they would have reached the products category.” (quote)
“I think that in each region in Brazil, there should be a group of people, connected to the secretaries of education, whose job it is to carry out continually updated research in relation to assistive technology and who know how to make use of the resources and know-how of the region in question.
This team will be responsible for advising in relation to assistive technology “services” in the school community and when the challenge of receiving a disabled student arises. It is fundamental to “solve the problems” collaboratively, involving the student him/herself, their teacher and their peers, who may act as partners in the use of this new resource.
This is different from removing the student from the normal school environment, for the specific support of their needs (resource room, specialised treatment in specialist institutions). (...)
Form regional multiplying teams that would act as supports in schools. This is the group that should organise and propose a pioneering national theoretical reference system concerning assistive technology.
Obviously my wish and perhaps that of all those on the list is to speed up the process, but if we embark in this direction, providing suitable conditions to the student, teachers and school communities, inclusion will soon become a reality.” (quote)
“I think that there could be a support initiative for these groups (accessibility research) in order for them to strengthen and develop these Assistive Technology initiatives within the academic universe itself, sharing the results of this work with the community, which would only tend to evolve and could then be implemented. I think that everyone would gain and we would not need to sap the strength of many as a result of this effort.
There are fantastic studies being carried out and it is precisely due to a lack of resources that a DOSVOX or MOTRIX or a faculty adaptation project does not go ahead.“ (quote)
“At first impression, I think that the creation of the Institute may be fairly relevant if it serves as a means of articulating the initiatives and research projects (academic, from specialised centres and others) spread across the whole country, and not as a centraliser of resources.
As Beth Torres pointed out, it is important that these various initiatives are stimulated and supported, given that, being published in different locations, they are closer and more accessible for each end user than a centralised initiative.
I think that a National Institute could play a relevant role as a supporter and interface between these different regional initiatives. It could promote the systematic exchange of information, technology and know-how between different research and development centres, in addition to supporting and channelling resources for various projects. It could also hold meetings and events (for attendance or virtual), with the researchers and other interested parties.” (quote)
“To create a support division for the diversity and special needs at the MEC, which would act to provide support in the drawing up of education policies in the combat against school failure and truancy. It would also respond to students’ different styles of learning, with particular emphasis on those that face learning barriers and not only those that are disabled.
A new sector, created under the scope of basic education, but updated and with a greater undertaking for the education of ALL children that face learning barriers, intrinsically tied to the creation of public policy. It should not favour politically strong groups or be subject to lobbying pressures. In my opinion, a new sector to properly respond to human diversity should be pluralistic and include representatives from the vulnerable segments and those at risk of educational exclusion. Participation is the essence of inclusion and, accordingly, we can no longer defend inclusion and remain separate from it.” (quote)
“Therefore, maybe, this forum can recommend that the Brazilian State includes a "Design for All" module on the curricula of all technical options and a Digital Inclusion module on those related to the creation of Websites, communication, design, IT and education.
Naturally, and given the situation, it would be appropriate for the content of these modules to be reviewed by a body that is able to guarantee that it is accurate and does not spread further erroneous information regarding the issue.” (quote)
The Resolution of the Council of the European Union regarding "e-Accessibility" (3.12.2002), available in Portuguese at http://ue.eu.int/newsroom/LoadDoc.asp?MAX=1&BID=79&DID=73870&LANG=8 includes a series of decisions for the action framework of Member States, with a view to exploiting the full potential of the Information Society to the benefit of disabled people and, in particular, to seek to eliminate the technical, legal and other obstacles to enable their full participation in a knowledge-based economy and society.
Below are some of the most relevant measures:
I.1. Promote a more coordinated and focused approach by the key players involved in eAccessibility activities and in the application and development of existing and new instruments in the areas of technology and standards, legislation and persuasion, and education and information;
I. 4. Encourage and empower people with disabilities to take more control over the development of the mechanisms for delivering eAccessibility by support for their increased participation in:
a) Technology programmes and projects;
b) Standardisation bodies and technical committees;
c) Committees looking at legislative and/or persuasive measures and education, training and empowerment initiatives.
II. To consider taking more particular measures in areas identified in the Commission Staff Working Paper on "Delivering eAccessibility", including:
II.2. Persuasive instruments and/or legislative measures:
a) To consider the provision of an "eAccessibility mark" for goods and services which comply with relevant standards for eAccessibility;
c) To promote measures to encourage private enterprise to make their ICT based products and services accessible including requiring accessible products and services for ICT public procurement contracts to be accessible.
II.3. Educative and informative instruments:
a) To promote the aim that the network of Centres of Excellence and networking in Design for All becomes ever more inclusive and covers all Member States;
d) To improve the employability of people with disabilities through appropriate vocational programmes targeted towards KBS jobs as well as training in KBS-oriented skills within other vocational programmes;
f) To ensure that the multimedia materials and the use of ICT in education do not create new barriers for the integration of students with disabilities into schools and other places of learning;
g) To ensure that eAccessibility become a regular part of all education programmes of vocational schools of any level, e.g. Web masters, multimedia authors and software developers. Utilise the eLearning initiative towards this end.
On 5th May 1999, the W3C (World Wide Web Consortium), the body responsible for the worldwide standards related to the Web, published its first document that will serve as a reference for Internet accessibility. The document is entitled "Web Content Accessibility Guidelines 1.0” and aims to explain how to make web content accessible to disabled people. http://www.w3.org/WAI/
In Portugal, the Inclusive Schooling movement is supported by two legal documents:
In this sense, the legislation that has determined the measures of the Special Education System up to this point shall be revoked, in order for “all” to be able to attend school without the stigma of Special Education. In this new decree-law, the expression “special education” was abolished.
On 26th August 1999, Portugal became the 1st European country and the 4th country in the world – after the United States, Canada and Australia – to regulate the adoption of accessibility rules in the design of information made available on the Internet by the Public Administration, aiming to facilitate access for people with special needs, in particular disabled individuals and the elderly. This regulation is the Resolution of the Council of Ministers nº 97/99 http://www.gaeri.min-edu.pt/accessibility_resolucao.htm.
At the moment, a guideline document entitled National Initiative for Citizens with Special Needs in the Information Society is being discussed in Portugal, which can be found at http://www.acesso.umic.pcm.gov.pt/acesso/incnesi.htm#43
The Access Unit www.accessibility.net is an organism with Observation and Recommendation competencies in relation to issues of accessibility and Digital Inclusion.
The Fundación SIDAR www.sidar.org is an Observation and Recommendation body that operates in the area of accessibility and Digital Inclusion for the Ibero-American countries.
In June 2003, it presented the “Observatorio de la Accesibilidad” http://www.sidar.org/acti/observa/index.php, with the key aim of evaluating the accessibility of public Ibero-American websites and showing precise techniques of accessible design. The assessment reports will be given to the webmasters and those in charge of each site before they are published.
Some initiatives in relation to matters of accessibility of other European Union States may be found at http://www.acesso.umic.pcm.gov.pt/eaccess/iniciativas.htm.
Among the different Institutions and Associations in Brazil, we have indicated some of those whose action relates to Digital Inclusion and the use of Assistive Technologies:
| Association for Assistance of the Visually Impaired – Laramara | National Reference Centre For Habilitation, Rehabilitation and Inclusion
Of The Individual With Visual Impairment www.laramara.org.br |
| Sister Dulce Charitable Foundation | “IT IN SPECIAL EDUCATION” PROGRAMME BY THE CRPD Salvador – Bahia http://infoesp.vila.bol.com.br |
| Santa Catarina Educational Centre for Technological Education | Florianópolis – SC E-mail: cefetsc@rct-sc.br |
| Juril Carnasciali Educational Complex | Curitiba – PR |
| CVI - Independent Life Centre Rio de Janeiro |
Provides technical counselling and publishes equipment manuals in Portuguese. Develops equipment adapted to disabled children |
| DEFNET (Rio de Janeiro) | Social Inclusion of Disabled people and the formation of a
Database www.defnet.org.br |
| Catarinense Special Education Foundation | Produces pedagogical material that aims to meet the
requirements of and adapt to the teaching and educational needs of children
and adolescents with disabilities of all natures. http://www.sc.gov.br/webfcee |
| Dorina Nowill Foundation for the Blind | Has a Braille press and produces assistive materials –
slates and styluses, abacuses, walking sticks e-mail: info@fundacaodorina.org.br www.fundacaodorina.org.br |
| Accessibility and Technologies Group | RexLab – Remote Experimentation Laboratory / Federal University of Santa Catarina |
| IJASF – José Américo Silva Fontes Institute (IJASF) | Salvador, Bahia |
| Benjamin Constant Institute | Has a Braille press and produces assistive materials –
slates and styluses, abacuses, walking sticks www.mec.gov.br/ibc |
| Helena Antipoff Institute | Experimental Technical Support Workshop Rio de Janeiro |
| NIED – UNICAMP Applied IT in Education Group | http://www.unicamp.br/nied |
| NCE/UFRJ Electronic Computation Group | DOSVOX and MOTRIX Project Rio de Janeiro – RJ http://www.nce.ufrj.br/ http://www.nce.ufrj.br/aau/dosvox http://intervox.nce.ufrj.br |
| Applied Ergonomic Group of Recife – NEAR | Federal University of Pernambuco – UFPE |
| UFRGS IT in Special Education Group | The NIEE also operates in the PRODUCTION OF SOFTWARE,
especially aimed at the fun aspect, with a view to cognitive and
socio-affective development. Produced a keyboard Simulator for individuals with motor-disabilities and a keyboard Simulator for graphic environments with word prediction. http://www.niee.ufrgs.br/ |
| Research, Teaching and Project Group in Accessibility and Universal Design – Pro-Access Group | Federal University of Rio de Janeiro (UFRJ) |
| REXLAB – Laboratório de Experimentação Remota (UFSC) | Rexlab is a permanet project of research and studies. http://rexlab.ufsc.br |
Some Cooperation Networks identified:
| Bank of Social Technologies of the Bank Foundation of Brazil | Bank Foundation of Brazil partnership with UNESCO. Instituted the Social
Technology Award http://www.technologiesocial.org.br/ |
| SACI NETWORK Solidarity, Support, Communication and Information |
Its mission is to encourage the involvement and social inclusion of
disabled individuals, stimulating the creation of accessibility conditions,
the sharing of information regarding disability and the availability of
digital tools. Observatory of Inclusive Practices in Education www.saci.org.br |
| RNP - National Teaching and Research Network | Social organisation. Its function is to
provide support and consultation on Network, Information Systems and Virtual
Accessibility Technology www.rnp.br |
Examples of companies with competencies for the development of assistive technology solutions and adapted equipment:
| Bbboss | Marco Pelegrine, from São Paulo, tetraplegic C4-C5 who, as a matter of
necessity, sought various personal solutions and has now created a small
company, BBBoss Technologies, with some very interesting solutions. http://www.bbboss.com.br/ |
| Click – Assistive Technologies | Accessible IT Laboratory with various assistive technology resources,
for evaluation and indication of use. Has a partnership with a Mechanical and Electronic Technical School in Caxias do Sul. www.click.com.br |
| LM - Criações e Adaptações Para Deficientes Físicos (Rio Comprido) | Technology for disabled individuals. Self-help equipment and supplementary and alternative technology. Top Award for business excellence 2002. www.lmrio.com.br |
| LÚMEN (Belo Horizonte) Recursos, Assistência e Consultoria em Assistive technology Ltda |
Technology for disabled individuals. Has a Database of equipment and
resources www.lumenequipterapeuticos.com.br |
| ORTOBRAS | Technology for disabled individuals. http://www.ortobras.com.br/ |
| Otávio Salvador | Development of adapted software contato@freedom.com.br |
| Ottobock Brazil | Technology for disabled individuals. http://www.ottobock.com.br/ |
| THYSSEN SUR | Firm that fits ramps in locations with stairs. www.thyssensur-newproducts.com.br |
Under the scope of the present study, CNOTINFOR began the construction of a Database, available at http://www.cnotinfor.pt/tabrasil.
Assistive or adapted technology was defined as that “developed and guided in order to seek to provide the disabled individual with full autonomy over his or her everyday activities, whether they are domestic or professional”
A survey was designed, structured and distributed to various relevant figures and participants of the Electronic Discussion List on 5th and 13th May 2003.
People involved in projects underway or those who have products already available on the market, with special emphasis on Academic Centres, Research and Development Institutions, Researchers, Students, Companies, Inventors or other Professionals operating in Brazil.
Taking into account the type of application and its flexibility needs, it was decided to create an Internet page with these functionalities. The technology used was PHP, with a MySQL Database on a Linux server. The Database was designed taking the accessibility criteria common in this type of application into account.
A back office management tool was developed that is available at www.cnotinfor.pt/tabrasil/backoffice.
The input and maintenance of data will be the responsibility of the organisation that makes the information available. Access to data will be authorised through the attribution of a personalised account.
As a result of the aforementioned proposals, the urgency for the creation of a National Assistive Technology Institute is clear (provisional name), in order to stimulate the current Digital Inclusion movement in Brazil.
- Federal, State and Municipal Government;
- Ministry of Education and Science and Technology
- Agents of local Connectivity (States and Municipalities, Banks, Companies, NGO’s, Associations);
- National Education and Rehabilitation Network;
- National Health and Therapy Network.
To find self-financing mechanisms is crucial for the project’s independence and long-term viability:
Some activities may have decisive financial compensations:
The organisation of a workshop with the launch of the Institute during the Isaac 2004 event run by the International Society for Augmentative and Alternative Communication www.isaac-online.org, to be held in October 2004 in Natal, RN and which is being organised by UNICAMP www.fee.unicamp.br/isaac2004, is a measure with a high media profile that sends a strong signal to the national and international community.
In this sense, we defend the stimulation of the national Assistive Technology production industry with the promotion of sustained partnerships in the university – company binomial, which provides an impulse for the emergence of an integrated cluster of Assistive Technologies in Brazil, with a strong export potential. Some initiatives may contribute in a significant fashion towards the creation of this movement:
Alexandra Enders, Middle Way Solution, Alexandra Enders, Rural Institute on Disabilities, The University of Montana, USA and President of RESNA (the Rehabilitation Engineering and Assistive Technology Society of North America) published in ONE IN TEN, A Publication of Rehabilitation International / unicef, Volume 19 – 1998;
Ana Flávia Borba Coutinho, Accessibility to the Web in relation to Design, Intervention in the Portuguese Design Centre on 11th April 2003.
National Education Council, Opinion nº 3/99 – Children and Students with Special Educational Needs, author Dr. Paulo Rodrigues, published in Diário da República (Portuguese Official Gazette), Lisbon, 17th February 1999.
Decree/Law nº 115-A/98, article 38, “Framework of the special educational measures and resources of the specialised educational support services”, Lisbon, 4th May 1998;
Digital Inclusion Workshop, Working Document Drawn Up for Final Plenary, held from 14th-17th May 2001, at the Ulysses Guimarães Convention Centre, Brasília.
PROINESP, Special Education IT Project, Ministry of Education, Secretary of Special Education, Brazil, 2000
Council of Ministers Resolution nº 97/99, Accessibility of Public Administration Sites, published in Diário da República (Portuguese Official Gazette) Nº 199, Series I-B, Lisbon, 26th August 1999;
European Council Resolution on eAccessibility, taken at the 2470th session of the Council – Employment, Social Policy, Health and Consumers - Brussels, 2-3rd December 2002
Saul Neves de Jesus and Maria Helena Martins, Inclusive Schooling and Educational Supports, CRIAP Notebooks, ASA Publications, May 2000;
Tomas Lagerwall, Assistive Technology for Children, Swedish Handicap Institute published in ONE IN TEN, A Publication of Rehabilitation International / unicef, Volume 19 – 1998;
UNESCO, Salamanca Declaration and Action Framework in the Area of Special Educational Needs, Institute of Educational Innovation, Lisbon, 1994
Windyz Brazão Ferreira, “Reflections on Special Education in Brazil and the role of SEESP in the development of Education for All”, Education Centre (DHP) of the Federal University of Paraíba, May 2003;