Professional perspectives on multimodal communication in the development of the subject with deafblindness
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/1980-54702021v27e0003 http://hdl.handle.net/11449/222141 |
Resumo: | Communication is the basis for any person’s teaching and learning process. For the deafblind subject, especially of the congenital nature, it is a permanent challenge that demands of the professionals a specific knowledge, adequate and well-founded performance. Thus, this study aimed to identify, from the perspective of professionals who worked with a subject with congenital deafblindness, aspects of use of the remaining pathways, simultaneous or isolated, for the establishment of communication. For that, based on the principles of a qualitative descriptive research, the semi-structured interview procedure was used as data collection. The interviews were transcribed in full and treated from their content to obtain subthemes that were later grouped and converted into categories. Specifically for this analysis, the category presented was the Multimodal Communication. Data analysis allowed to identify the professionals’ perspectives regarding the use of simultaneous or isolated remnant pathways, in order to favor the establishment of a communication. In general, it was observed that the participants’ perspectives were related to the combination of ways of anticipating activities and/or actions through the use of different sensory pathways, with a predominance of gustatory and olfactory senses, while proprioceptive and kinesthetic were described in a smaller proportion. |
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Professional perspectives on multimodal communication in the development of the subject with deafblindnessPerspectivas de profissionais sobre a comunicação multimodal no desenvolvimento de um sujeito com surdocegueiraEducational InclusionSensorial communicationSpecial EducationCommunication is the basis for any person’s teaching and learning process. For the deafblind subject, especially of the congenital nature, it is a permanent challenge that demands of the professionals a specific knowledge, adequate and well-founded performance. Thus, this study aimed to identify, from the perspective of professionals who worked with a subject with congenital deafblindness, aspects of use of the remaining pathways, simultaneous or isolated, for the establishment of communication. For that, based on the principles of a qualitative descriptive research, the semi-structured interview procedure was used as data collection. The interviews were transcribed in full and treated from their content to obtain subthemes that were later grouped and converted into categories. Specifically for this analysis, the category presented was the Multimodal Communication. Data analysis allowed to identify the professionals’ perspectives regarding the use of simultaneous or isolated remnant pathways, in order to favor the establishment of a communication. In general, it was observed that the participants’ perspectives were related to the combination of ways of anticipating activities and/or actions through the use of different sensory pathways, with a predominance of gustatory and olfactory senses, while proprioceptive and kinesthetic were described in a smaller proportion.Doutoranda em Educação Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP)Departamento de Educação Especial da UNESPUniversitário de Adamantina (UNIFAI)Departamento de Administração Escolar da Faculdade de Educação da Universidade Federal de Minas Gerais (UFMG)Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP)Doutoranda em Educação Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP)Departamento de Educação Especial da UNESPUniversidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP)Universidade Estadual Paulista (UNESP)Universitário de Adamantina (UNIFAI)Universidade Federal de Minas Gerais (UFMG)Da Mata, Simara Pereira [UNESP]Soriano, Karen Regiane [UNESP]De Oliveira, Jáima Pinheiro [UNESP]2022-04-28T19:42:39Z2022-04-28T19:42:39Z2021-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article777-792http://dx.doi.org/10.1590/1980-54702021v27e0003Revista Brasileira de Educacao Especial, v. 27, p. 777-792.1413-6538http://hdl.handle.net/11449/22214110.1590/1980-54702021v27e00032-s2.0-85112026770Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporRevista Brasileira de Educacao Especialinfo:eu-repo/semantics/openAccess2022-04-28T19:42:40Zoai:repositorio.unesp.br:11449/222141Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462022-04-28T19:42:40Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Professional perspectives on multimodal communication in the development of the subject with deafblindness Perspectivas de profissionais sobre a comunicação multimodal no desenvolvimento de um sujeito com surdocegueira |
title |
Professional perspectives on multimodal communication in the development of the subject with deafblindness |
spellingShingle |
Professional perspectives on multimodal communication in the development of the subject with deafblindness Da Mata, Simara Pereira [UNESP] Educational Inclusion Sensorial communication Special Education |
title_short |
Professional perspectives on multimodal communication in the development of the subject with deafblindness |
title_full |
Professional perspectives on multimodal communication in the development of the subject with deafblindness |
title_fullStr |
Professional perspectives on multimodal communication in the development of the subject with deafblindness |
title_full_unstemmed |
Professional perspectives on multimodal communication in the development of the subject with deafblindness |
title_sort |
Professional perspectives on multimodal communication in the development of the subject with deafblindness |
author |
Da Mata, Simara Pereira [UNESP] |
author_facet |
Da Mata, Simara Pereira [UNESP] Soriano, Karen Regiane [UNESP] De Oliveira, Jáima Pinheiro [UNESP] |
author_role |
author |
author2 |
Soriano, Karen Regiane [UNESP] De Oliveira, Jáima Pinheiro [UNESP] |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (UNESP) Universitário de Adamantina (UNIFAI) Universidade Federal de Minas Gerais (UFMG) |
dc.contributor.author.fl_str_mv |
Da Mata, Simara Pereira [UNESP] Soriano, Karen Regiane [UNESP] De Oliveira, Jáima Pinheiro [UNESP] |
dc.subject.por.fl_str_mv |
Educational Inclusion Sensorial communication Special Education |
topic |
Educational Inclusion Sensorial communication Special Education |
description |
Communication is the basis for any person’s teaching and learning process. For the deafblind subject, especially of the congenital nature, it is a permanent challenge that demands of the professionals a specific knowledge, adequate and well-founded performance. Thus, this study aimed to identify, from the perspective of professionals who worked with a subject with congenital deafblindness, aspects of use of the remaining pathways, simultaneous or isolated, for the establishment of communication. For that, based on the principles of a qualitative descriptive research, the semi-structured interview procedure was used as data collection. The interviews were transcribed in full and treated from their content to obtain subthemes that were later grouped and converted into categories. Specifically for this analysis, the category presented was the Multimodal Communication. Data analysis allowed to identify the professionals’ perspectives regarding the use of simultaneous or isolated remnant pathways, in order to favor the establishment of a communication. In general, it was observed that the participants’ perspectives were related to the combination of ways of anticipating activities and/or actions through the use of different sensory pathways, with a predominance of gustatory and olfactory senses, while proprioceptive and kinesthetic were described in a smaller proportion. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01 2022-04-28T19:42:39Z 2022-04-28T19:42:39Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/1980-54702021v27e0003 Revista Brasileira de Educacao Especial, v. 27, p. 777-792. 1413-6538 http://hdl.handle.net/11449/222141 10.1590/1980-54702021v27e0003 2-s2.0-85112026770 |
url |
http://dx.doi.org/10.1590/1980-54702021v27e0003 http://hdl.handle.net/11449/222141 |
identifier_str_mv |
Revista Brasileira de Educacao Especial, v. 27, p. 777-792. 1413-6538 10.1590/1980-54702021v27e0003 2-s2.0-85112026770 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Revista Brasileira de Educacao Especial |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
777-792 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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1799965557273919488 |