Sem comunicação, há inclusão? Formação de educadores em Comunicação Alternativa para crianças com autismo

• Autor(a) principal: Olmedo, Patrícia Blasquez
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10680
• topic: Autism Spectrum Disorders; Teacher Training; Alternative Communication; Transtorno do Espectro do Autismo; Formação de Professores; Comunicação Alternativa; Educação; Professores Formação; Autismo em crianças; Deficientes - Meios de comunicação; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The opportunity to attend school and share their own experiences of childhood and adolescence for those with Autism Spectrum Disorders is very recent in Brazil and still constitutes a major challenge for educators. For the individuals with autism, he social communication and behavioral deficits are present are established since infancy. Subsequently, from an educational standpoint, attending nursery becomes a critical component in the child development process, aimed to structure, implement and evaluate a teacher training program and mediators of early childhood education in alternative communication, specifically in the use of PECS-Adapted for children with ASD, non-oral or no functional speech included in a public nursery and see the effects of this program on the participants in interactive situations. The group of individuals participating in this study was formed by four teachers, two mediators, and three children with ages ranging from three to five years diagnosed with ASD, without non-oral or no functional speech. To meet the proposed objectives, the aforementioned study included a type A B C semi experimental delineation. The results indicated that thru the Collaborative Consulting Model used by implementation of the Training Program for Early Childhood Education Providers in Alternative Communication for Children with Autism improved the communications among professionals and patients and positively changed the practice of educators. In addition, the study revealed that in order to ensure the quality and efficiency of the children inclusion and development at nursery, the existence of a collaborative network of support sustained by adequate professionals committed to continued actions is critical to the success of the program.