Comunicação alternativa: participação de alunos com deficiência não oralizado na rotina pedagógica
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Data
2018-12-10
Autores
Modesto, Rosemeire Fernanda Frazon [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva enfatiza a urgência na adequação do material pedagógico no processo de ensino e aprendizagem dos alunos com necessidades educacionais especiais. Os recursos de Tecnologia Assistiva na área da Comunicação Suplementar e Alternativa (CSA) favorecem o desempenho do aluno na realização das atividades propostas em sala de aula. Logo, enquanto parte de um projeto maior, intitulado “Formação de Professores no Contexto da Comunicação Alternativa”, este estudo objetivou planejar, intervir e avaliar recursos e estratégias por meio de sistemas de CSA em sala de aula comum, favorecendo a alunos com paralisia cerebral não oralizados participarem da atividade pedagógica. Integraram este estudo dois alunos com deficiência não oralizados, usuários dos sistemas de CSA, matriculados no Ensino Fundamental I, em escolas Rede Pública de Educação, bem como suas respectivas professoras do ensino regular e do Atendimento Educacional Especializado. A coleta de dados efetuou-se no período de maio a outubro de 2017, nas respectivas escolas dos alunos. As informações foram coletadas por meio das leituras dos planos de ensino dos professores, filmagem e registro contínuo. Para a análise dos dados foi utilizada a técnica de triangulação dos dados que reuniu as informações coletadas por meio dos três instrumentos em um único documento para a análise. A partir da triangulação de dados foi possível definir categorias de análise. Os resultados evidenciaram a importância do planejamento antecipado para viabilizar a discussão entre os profissionais envolvidos no trabalho com o aluno em âmbito escolar sobre os recursos adequados às limitações individuais de cada aluno, e as adaptações nas atividades pedagógicas com sistemas de CSA. Constatou-se que os recursos de CSA, mediante o abalizamento de estratégias adequadas, enriquece a atuação do aluno nas diferentes atividades pedagógicas e o desenvolvimento da atenção e das habilidades expressivas e compreensivas no momento da atividade. A pesquisa também demonstrou a premência de ações colaborativas no espaço escolar e investimentos na formação do professor em relação à funcionalidade dos sistemas de CSA.
The National Policy on Special Education in the Perspective of Inclusive Education emphasizes the urgency in the adequacy of teaching material in the teaching and learning process of students with special educational needs. The Assistive Technology resources in the area of Supplementary and Alternative Communication (CSA) favor the performance of the student in performing the activities proposed in the classroom. Therefore, as part of a larger project titled "Teacher Training in the Context of Alternative Communication," this study aimed to plan, intervene and evaluate resources and strategies through CSA systems in the classroom, favoring students with cerebral palsy non-oralized students participate in the pedagogical activity. Two non-oralized disabled students, users of the CSA systems, enrolled in Elementary School I, in the Public Education Network schools, as well as their respective teachers of regular education and Specialized Educational Attendance were included in this study. Data collection was carried out from May to October 2017, in the students' respective schools. The information was collected through the readings of teachers' teaching plans, filming and continuous recording. The data triangulation technique was used to analyze the data, which gathered the information collected through the three instruments in a single document for analysis. From the triangulation of data it was possible to define categories of analysis. The results evidenced the importance of the anticipated planning to enable the discussion among the professionals involved in the work with the student in the school context on the adequate resources to the individual limitations of each student, and the adaptations in the pedagogical activities with CSA systems. It was found that the CSA resources, through the implementation of appropriate strategies, enrich the student's performance in the different pedagogical tasks and the development of attention and expressive and understanding skills at the time of the activity. The research also showed the urgency of collaborative actions in the school space and investments in teacher training in relation to the functionality of the CSA systems.
The National Policy on Special Education in the Perspective of Inclusive Education emphasizes the urgency in the adequacy of teaching material in the teaching and learning process of students with special educational needs. The Assistive Technology resources in the area of Supplementary and Alternative Communication (CSA) favor the performance of the student in performing the activities proposed in the classroom. Therefore, as part of a larger project titled "Teacher Training in the Context of Alternative Communication," this study aimed to plan, intervene and evaluate resources and strategies through CSA systems in the classroom, favoring students with cerebral palsy non-oralized students participate in the pedagogical activity. Two non-oralized disabled students, users of the CSA systems, enrolled in Elementary School I, in the Public Education Network schools, as well as their respective teachers of regular education and Specialized Educational Attendance were included in this study. Data collection was carried out from May to October 2017, in the students' respective schools. The information was collected through the readings of teachers' teaching plans, filming and continuous recording. The data triangulation technique was used to analyze the data, which gathered the information collected through the three instruments in a single document for analysis. From the triangulation of data it was possible to define categories of analysis. The results evidenced the importance of the anticipated planning to enable the discussion among the professionals involved in the work with the student in the school context on the adequate resources to the individual limitations of each student, and the adaptations in the pedagogical activities with CSA systems. It was found that the CSA resources, through the implementation of appropriate strategies, enrich the student's performance in the different pedagogical tasks and the development of attention and expressive and understanding skills at the time of the activity. The research also showed the urgency of collaborative actions in the school space and investments in teacher training in relation to the functionality of the CSA systems.
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Palavras-chave
Educação especial, Inclusão escolar, Comunicação suplementar e alternativa, Atividade pedagógica, Special education, School inclusion, Supplementary and alternative communication, Pedagogical activity