Pessoas com surdocegueira e com deficiência múltipla: análise de relações de comunicação
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/11979 |
Resumo: | With congenital deafblindness and multiple disabilities need help to understand the world around them and have access to information. In many cases, they do not use speech as their main form of communication, and may use non-verbal ways of communication. These ways are sometimes unknown to professionals or family members. Aim: to analyze attention behaviors and communication behaviors between a teacher and deafblind and multiple disabilities children and to analyze this same teacher s perception about the attention and communication strategies she developed, in caring for these children. Method: this qualitative research, supported by a case-study method, is composed by two different studies. The first is a description of attention behaviors (attention to people, attention to objects and joint attention) and of communication behaviors (communication forms used by the students, communication forms used by the teacher and moments when turn taking occurs), conducted by participative observation and audio-visual recordings of interaction during classroom activities of two sets of partners: the first, a specialized teacher and a child with congenital deafblindness (S1), and, the second, the same teacher and a child with multiple disabilities (S2). The data were transcribed, the interaction moments were registered in field notes; the potential situations corresponding to attention behaviors were quantified and categorized; the potential situations corresponding to each form of communication by the children were transcribed and identified, as well as the teacher s form of communication and, in the end, turn takings were counted. The second study consisted of the analysis of the same teacher s perception about the communication and attention strategies she developed while caring for S1 and S2, as described in the first study. For this purpose, an individual, semi-structured interview was conducted, composed by three questions, made after the teacher watched the recorded material of her actions. This interview was transcribed and analyzed using content analysis. Results: on the first study, regarding the number of attention behavior occurrences, S1 had attention to people and S2 attention to the object, during activities involving music and rhythm. As potential forms of non-verbal communication, S1 showed vocalizations, touching, body contact, body movements, facial expressions and crying, while S2 showed looking, body movements and vocalization. The teacher s communication forms were verbal, touching (contact and vibration), visual, auditory (rhythm) and Brazilian Sign Language signs. S1 and S2 had potential turn takings only when the teacher began the action, possibly due to difficulties in initiating, maintaining or extending interaction. On the second study, regarding the teacher s perception, she showed satisfaction with her work in realizing the student s development, respect for the individual characteristics in the use of strategies, importance of family involvement and using audio-visual records as a contribution to her work. However, she mentioned certain situations where she lost communication opportunities and did not provide enough time for the students to answer. Final remarks: the importance of a significant communication partner is essential in order to identify, interpret and respond to the child s behavior of attention and communication. The use of other communication forms should happen according to individual characteristics, since activities that will stimulate touch, sight, hearing and other senses should be offered, as a communication form, as part of the process of development stimulation. This should happen so that the child can receive, whenever possible, information about the environment and ensuring access to the world. Still, little is known about these children s learning skills and about attention and communication behaviors. Thus, it is imperative for both the teacher and Speech-Language Pathologist, to know each child s characteristics and to understand how they communicate |
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Ferreira, Leslie Piccolottohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4255093A8Boas, Denise Cintra Villas2016-04-27T18:12:03Z2014-06-262014-05-12Boas, Denise Cintra Villas. People with deafblindness and multiple disabilities: analysis of communication relationships. 2014. 188 f. Tese (Doutorado em Fonoaudiologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014.https://tede2.pucsp.br/handle/handle/11979With congenital deafblindness and multiple disabilities need help to understand the world around them and have access to information. In many cases, they do not use speech as their main form of communication, and may use non-verbal ways of communication. These ways are sometimes unknown to professionals or family members. Aim: to analyze attention behaviors and communication behaviors between a teacher and deafblind and multiple disabilities children and to analyze this same teacher s perception about the attention and communication strategies she developed, in caring for these children. Method: this qualitative research, supported by a case-study method, is composed by two different studies. The first is a description of attention behaviors (attention to people, attention to objects and joint attention) and of communication behaviors (communication forms used by the students, communication forms used by the teacher and moments when turn taking occurs), conducted by participative observation and audio-visual recordings of interaction during classroom activities of two sets of partners: the first, a specialized teacher and a child with congenital deafblindness (S1), and, the second, the same teacher and a child with multiple disabilities (S2). The data were transcribed, the interaction moments were registered in field notes; the potential situations corresponding to attention behaviors were quantified and categorized; the potential situations corresponding to each form of communication by the children were transcribed and identified, as well as the teacher s form of communication and, in the end, turn takings were counted. The second study consisted of the analysis of the same teacher s perception about the communication and attention strategies she developed while caring for S1 and S2, as described in the first study. For this purpose, an individual, semi-structured interview was conducted, composed by three questions, made after the teacher watched the recorded material of her actions. This interview was transcribed and analyzed using content analysis. Results: on the first study, regarding the number of attention behavior occurrences, S1 had attention to people and S2 attention to the object, during activities involving music and rhythm. As potential forms of non-verbal communication, S1 showed vocalizations, touching, body contact, body movements, facial expressions and crying, while S2 showed looking, body movements and vocalization. The teacher s communication forms were verbal, touching (contact and vibration), visual, auditory (rhythm) and Brazilian Sign Language signs. S1 and S2 had potential turn takings only when the teacher began the action, possibly due to difficulties in initiating, maintaining or extending interaction. On the second study, regarding the teacher s perception, she showed satisfaction with her work in realizing the student s development, respect for the individual characteristics in the use of strategies, importance of family involvement and using audio-visual records as a contribution to her work. However, she mentioned certain situations where she lost communication opportunities and did not provide enough time for the students to answer. Final remarks: the importance of a significant communication partner is essential in order to identify, interpret and respond to the child s behavior of attention and communication. The use of other communication forms should happen according to individual characteristics, since activities that will stimulate touch, sight, hearing and other senses should be offered, as a communication form, as part of the process of development stimulation. This should happen so that the child can receive, whenever possible, information about the environment and ensuring access to the world. Still, little is known about these children s learning skills and about attention and communication behaviors. Thus, it is imperative for both the teacher and Speech-Language Pathologist, to know each child s characteristics and to understand how they communicateCrianças com surdocegueira congênita e com deficiência múltipla necessitam de apoio para a compreensão do mundo ao seu redor e acesso à informação. Em muitos casos, não utilizam a fala como principal forma de comunicação e poderão utilizar formas não verbais para se comunicarem. Essas são, por vezes, desconhecidas, seja por profissionais ou familiares. Objetivo: analisar os comportamentos de atenção e os comportamentos comunicativos entre uma professora e crianças com surdocegueira e com deficiência múltipla e analisar a percepção da mesma professora sobre as estratégias de atenção e comunicação, desenvolvidas por ela, no atendimento a essas crianças. Método: esta pesquisa, de natureza qualitativa, com suporte metodológico de estudo de caso, é composta por dois estudos distintos. O primeiro é uma descrição dos comportamentos de atenção (atenção à pessoa, atenção ao objeto e atenção conjunta) e dos comportamentos comunicativos (as formas de comunicação utilizadas pelos alunos, as formas de comunicação utilizadas pela professora e os momentos em que ocorreram as trocas de turnos), por meio da observação participante e de gravações audiovisuais da interação, durante atividades em sala de aula, de duas díades: na primeira, uma professora especializada e uma criança com surdocegueira congênita (S1), e, na segunda, a mesma professora e uma criança com deficiência múltipla (S2). Os dados foram transcritos, os momentos de interação registrados por notas de campo; quantificadas e categorizadas as potenciais situações correspondentes aos comportamentos de atenção; transcritas e identificadas as potenciais situações correspondentes a cada forma de comunicação das crianças, forma de comunicação da professora; e, ao final, contabilizadas as trocas de turnos. O segundo estudo constou da análise da percepção da mesma professora especializada sobre as estratégias de atenção e comunicação, desenvolvidas por ela, no atendimento a S1 e S2, descritos no primeiro estudo. Para tal, foi realizada uma entrevista individual, semi-estruturada, composta por três perguntas, apresentadas após a professora ter assistido ao material audiovisual referente ao seu atendimento. Essa foi transcrita e analisada por meio de análise de conteúdo. Resultados: no primeiro estudo, em relação ao número de ocorrências dos comportamentos de atenção, S1 apresentou atenção à pessoa e S2 atenção ao objeto, em atividades que envolveram música e ritmo. Como potenciais formas de comunicação não verbal, S1 apresentou vocalização, toque, contato corporal, movimentos corporais, expressões faciais e choro, e no caso de S2, olhar, movimentos corporais e vocalização. As formas de comunicação da professora foram verbal, toque (contato e vibração), visual, auditiva (ritmo) e sinais de Libras. S1 e S2 apresentaram potenciais trocas de turnos apenas quando a ação foi iniciada pela professora, provavelmente por dificuldades em iniciar, manter ou estender uma interação. No segundo estudo, quanto à percepção da professora, essa apresentou satisfação pelo seu trabalho ao perceber o desenvolvimento dos alunos, respeito às características individuais para o uso das estratégias de atendimento, importância da participação da família e da utilização dos registros audiovisuais para contribuição de seu trabalho. Fez referência, porém, a determinadas situações, em que perdeu oportunidades de comunicação e não forneceu tempo necessário para resposta dos alunos. Considerações finais: a importância de um parceiro significativo de comunicação é essencial para identificar, interpretar e responder aos comportamentos de atenção e comunicativos da criança. A utilização de outras formas de comunicação deve estar de acordo com as características individuais, uma vez que atividades que estimulem o tato, a visão, a audição e outros sentidos, devem ser oferecidas como parte do processo de estimulação para o desenvolvimento, como forma de comunicação, para que a criança receba, quando possível, informações do ambiente por esses sentidos e garanta o acesso ao mundo. Pouco ainda se sabe sobre as habilidades de aprendizagem dessas crianças e sobre os comportamentos de atenção e de comunicação. Assim, conhecer a forma como cada criança se comunica e suas características são fundamentais para o atendimento tanto do professor quanto do fonoaudiólogoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/24844/Denise%20Cintra%20Villas%20Boas.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em FonoaudiologiaPUC-SPBRFonoaudiologiaTranstornos da SurdocegueiraComunicaçãoAtençãoEducação especialDeaf-blind disordersCommunicationAttentionSpeech language and hearing sciencesSpecial educationCNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIAPessoas com surdocegueira e com deficiência múltipla: análise de relações de comunicaçãoPeople with deafblindness and multiple disabilities: analysis of communication relationshipsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTDenise Cintra Villas Boas.pdf.txtDenise Cintra Villas Boas.pdf.txtExtracted texttext/plain299856https://repositorio.pucsp.br/xmlui/bitstream/handle/11979/3/Denise%20Cintra%20Villas%20Boas.pdf.txt86216f8dc84d41b697c16e8555f6609eMD53ORIGINALDenise Cintra Villas Boas.pdfapplication/pdf1358374https://repositorio.pucsp.br/xmlui/bitstream/handle/11979/1/Denise%20Cintra%20Villas%20Boas.pdfd09280d50583e3fcf7f7e06c5ef9c58aMD51THUMBNAILDenise Cintra Villas Boas.pdf.jpgDenise Cintra Villas Boas.pdf.jpgGenerated Thumbnailimage/jpeg3380https://repositorio.pucsp.br/xmlui/bitstream/handle/11979/2/Denise%20Cintra%20Villas%20Boas.pdf.jpgaf26c9df74e4a5d233ecadb2e5dce18eMD52handle/119792023-11-24 12:33:11.41oai:repositorio.pucsp.br:handle/11979Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-11-24T15:33:11Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Pessoas com surdocegueira e com deficiência múltipla: análise de relações de comunicação |
dc.title.alternative.eng.fl_str_mv |
People with deafblindness and multiple disabilities: analysis of communication relationships |
title |
Pessoas com surdocegueira e com deficiência múltipla: análise de relações de comunicação |
spellingShingle |
Pessoas com surdocegueira e com deficiência múltipla: análise de relações de comunicação Boas, Denise Cintra Villas Transtornos da Surdocegueira Comunicação Atenção Educação especial Deaf-blind disorders Communication Attention Speech language and hearing sciences Special education CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
title_short |
Pessoas com surdocegueira e com deficiência múltipla: análise de relações de comunicação |
title_full |
Pessoas com surdocegueira e com deficiência múltipla: análise de relações de comunicação |
title_fullStr |
Pessoas com surdocegueira e com deficiência múltipla: análise de relações de comunicação |
title_full_unstemmed |
Pessoas com surdocegueira e com deficiência múltipla: análise de relações de comunicação |
title_sort |
Pessoas com surdocegueira e com deficiência múltipla: análise de relações de comunicação |
author |
Boas, Denise Cintra Villas |
author_facet |
Boas, Denise Cintra Villas |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ferreira, Leslie Piccolotto |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4255093A8 |
dc.contributor.author.fl_str_mv |
Boas, Denise Cintra Villas |
contributor_str_mv |
Ferreira, Leslie Piccolotto |
dc.subject.por.fl_str_mv |
Transtornos da Surdocegueira Comunicação Atenção Educação especial |
topic |
Transtornos da Surdocegueira Comunicação Atenção Educação especial Deaf-blind disorders Communication Attention Speech language and hearing sciences Special education CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
dc.subject.eng.fl_str_mv |
Deaf-blind disorders Communication Attention Speech language and hearing sciences Special education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
description |
With congenital deafblindness and multiple disabilities need help to understand the world around them and have access to information. In many cases, they do not use speech as their main form of communication, and may use non-verbal ways of communication. These ways are sometimes unknown to professionals or family members. Aim: to analyze attention behaviors and communication behaviors between a teacher and deafblind and multiple disabilities children and to analyze this same teacher s perception about the attention and communication strategies she developed, in caring for these children. Method: this qualitative research, supported by a case-study method, is composed by two different studies. The first is a description of attention behaviors (attention to people, attention to objects and joint attention) and of communication behaviors (communication forms used by the students, communication forms used by the teacher and moments when turn taking occurs), conducted by participative observation and audio-visual recordings of interaction during classroom activities of two sets of partners: the first, a specialized teacher and a child with congenital deafblindness (S1), and, the second, the same teacher and a child with multiple disabilities (S2). The data were transcribed, the interaction moments were registered in field notes; the potential situations corresponding to attention behaviors were quantified and categorized; the potential situations corresponding to each form of communication by the children were transcribed and identified, as well as the teacher s form of communication and, in the end, turn takings were counted. The second study consisted of the analysis of the same teacher s perception about the communication and attention strategies she developed while caring for S1 and S2, as described in the first study. For this purpose, an individual, semi-structured interview was conducted, composed by three questions, made after the teacher watched the recorded material of her actions. This interview was transcribed and analyzed using content analysis. Results: on the first study, regarding the number of attention behavior occurrences, S1 had attention to people and S2 attention to the object, during activities involving music and rhythm. As potential forms of non-verbal communication, S1 showed vocalizations, touching, body contact, body movements, facial expressions and crying, while S2 showed looking, body movements and vocalization. The teacher s communication forms were verbal, touching (contact and vibration), visual, auditory (rhythm) and Brazilian Sign Language signs. S1 and S2 had potential turn takings only when the teacher began the action, possibly due to difficulties in initiating, maintaining or extending interaction. On the second study, regarding the teacher s perception, she showed satisfaction with her work in realizing the student s development, respect for the individual characteristics in the use of strategies, importance of family involvement and using audio-visual records as a contribution to her work. However, she mentioned certain situations where she lost communication opportunities and did not provide enough time for the students to answer. Final remarks: the importance of a significant communication partner is essential in order to identify, interpret and respond to the child s behavior of attention and communication. The use of other communication forms should happen according to individual characteristics, since activities that will stimulate touch, sight, hearing and other senses should be offered, as a communication form, as part of the process of development stimulation. This should happen so that the child can receive, whenever possible, information about the environment and ensuring access to the world. Still, little is known about these children s learning skills and about attention and communication behaviors. Thus, it is imperative for both the teacher and Speech-Language Pathologist, to know each child s characteristics and to understand how they communicate |
publishDate |
2014 |
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2014-06-26 |
dc.date.issued.fl_str_mv |
2014-05-12 |
dc.date.accessioned.fl_str_mv |
2016-04-27T18:12:03Z |
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info:eu-repo/semantics/publishedVersion |
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Boas, Denise Cintra Villas. People with deafblindness and multiple disabilities: analysis of communication relationships. 2014. 188 f. Tese (Doutorado em Fonoaudiologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/11979 |
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Boas, Denise Cintra Villas. People with deafblindness and multiple disabilities: analysis of communication relationships. 2014. 188 f. Tese (Doutorado em Fonoaudiologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
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Programa de Estudos Pós-Graduados em Fonoaudiologia |
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PUC-SP |
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BR |
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Fonoaudiologia |
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Pontifícia Universidade Católica de São Paulo |
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