Uso de sistemas de comunicação suplementar e alternativa na Educação Infantil: percepção do professor

• Autor(a) principal: Massaro, Munique [UNESP]
• Data de Publicação: 2013
• Outros Autores: Deliberato, Débora [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/article/view/4821; http://hdl.handle.net/11449/114754
• topic: EDUCAÇÃO ESPECIAL; INCLUSÃO; ACESSIBILIDADE COMUNICATIVA; COMUNICAÇÃO ALTERNATIVA

Augmentative and Alternative Communication Resources have proven to be helpful in the insertion of students with disabilities and complex communication needs into a variety of pedagogical activities and expand the skills and competencies of the teacher in the teaching-learning. The objective of this research was to identify the perception of teachers regarding the use of augmentative and alternative communication during an intervention program in Preschool. Participants were a special class of Preschool students with disabilities and severe communication complexity, along with their teacher and the researcher. For the development of this research, a Alternative Communication Program was applied. The teacher was provided with systematic guidance concerning language and communication. In a collaborative process, three children’s songs were selected according to the teacher’s pedagogical planning and adapted resources through Augmentative and Alternative Communication Systems. During the intervention program, assisted evaluations also took place immediately after the activities with the music. The data were collected in audio recordings. For data analysis, content analysis was carried out resulting in the outlining of themes and subthemes. Results indicated that the teacher identified that Augmentative and Alternative Communication Systems can to facilitate expression abilities of students with disabilities; that Augmentative and Alternative Communication Systems can be used by children in Preschool; and that resources adapted through augmentative and alternative communication systems should be in accordance with the specificities of students.