The communication patterns of deafblindness in family and educational contexts

• Autor(a) principal: Araújo, Elisângela Keylla Henrique Sales de
• Data de Publicação: 2018
• Outros Autores: Sousa, Caio Diogo Santana de, Cunha, Gleicimar Gonçalves, Garzesi, Andrea Dias Souza Sobrinho, Chariglione, Isabelle Patriciá Freitas Soares
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/30185
• topic: Special education; Communication standards; Deafblindness.; Educación especial; Estándares de comunicación; Surdocegueira.; Educação Especial; Padrões de comunicação; Surdocegueira.

The deafblindness is a deficiency of a unique character and not the combination of two deficiencies; it is characterized very subjectively, since each deafblind develops forms and ways of communicating. The family and the school has a very important role for the cognitive, affective, social and emotional development of the deafblind subject, being the first social and educational means for the child. In view of these issues, the objective of this study was to understand the communication patterns of two young deafblind women in the family and school context, analyzing the possibility of developing a symbolic language in the interaction process with these environments. The sample consisted of two deafblind girls, their mothers and their teachers/interpreters. Their discourses were collected and analyzed according the Theory of analysis of the content of Bardin. The analysis presented four categories: 1) Communication patterns in the family; 2) Communication patterns in school; 3) Concrete Language and 4) Abstract Language. These analyzes can better understand the peculiarities of these actors in the interaction of communication, the development of the symbolic language of the deafblind subjects and their relationship with different ways of communicating with these subjects.