Programa de Pós-Graduação em Educação Inclusiva - PROFEI

URI Permanente para esta coleção

https://repositorio.unespar.edu.br/handle/123456789/105

Navegar

Navegando Programa de Pós-Graduação em Educação Inclusiva - PROFEI por Assunto "Comunicação aumentativa e alternativa"

Agora exibindo 1 - 1 de 1
  • Nenhuma Miniatura disponível
    Item
    A comunicação aumentativa e alternativa para a promoção da aprendizagem no contexto do atendimento educacional especializado
    (Universidade Estadual do Paraná, 2011-10-24) Castro, Rosicléia Siqueira de; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; https://lattes.cnpq.br/4590468801958511; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; Peixoto, Reginaldo; https://lattes.cnpq.br/4397425097179971; Silva, Ricardo Desidério da; https://lattes.cnpq.br/0871407652290726
    Augmentative and Alternative Communication constitutes an essential field within assistive technology, promoting resources and strategies that enhance or replace speech, fostering expression and interaction for individuals with significant difficulties in verbal communication. Its implementation in the educational context is fundamental to ensuring the inclusion and full participation of students with disabilities, especially in Specialized Educational Services, making the training of qualified teachers essential for its effective use. The research developed in this dissertation sought to address and reflect on teacher training, special education from the perspective of inclusive education, assistive technology, and specifically Augmentative and Alternative Communication. To this end, the following question was posed: What theoretical and practical knowledge about Augmentative and Alternative Communication is important for teachers in Specialized Educational Services to develop adequate work with children and/or students who have an absence or significant difficulty in verbal expression?In this regard, the objective is to investigate the understanding that teachers in Specialized Educational Services, working in Multifunctional Resource Rooms and in Specialized Educational Service Centers in the municipality of Araucária-Paraná, have about Augmentative and Alternative Communication. The research is based on a qualitative approach, with exploratory, bibliographic, and applied research. This study involved fifty-six teachers in Specialized Educational Services, working in two Specialized Educational Service Centers and also in Multifunctional Resource Rooms, who answered an online questionnaire to analyze their knowledge on the subject, identify possible doubts, and highlight the main challenges. Among the results obtained, the research pointed to the need to address and deepen the theme. The significant importance of implementing continuous training was observed, involving not only special education teachers but also those in the general education framework and other professionals who assist the students targeted by the research in the school context. Future research perspectives include the development of continuous training strategies and collaborative practices among teachers and other school professionals, ensuring the applicability of Augmentative and Alternative Communication in everyday school life. It is also hoped that the results can support public policies that encourage dissemination and expand communication and inclusion opportunities for students, contributing to the construction of more equitable and inclusive pedagogical practices.