Instrumento de avaliação: comunicação aumentativa e alternativa para a inclusão na educação infantil
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Data
2022-10-27
Autores
Sousa, Isis Oliveira de
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa de Mestrado foi desenvolvida no âmbito do Programa de Mestrado profissional em Educação Inclusiva, em Rede Nacional (PROFEI) – Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/UNESP), atendendo à linha de pesquisa Inovação Tecnológica e Tecnologia Assistiva. As crianças com deficiência e Necessidades Complexas de Comunicação são sujeitos que enfrentam restrições na comunicação oral e, consequentemente, têm prejuízos na participação em diferentes contextos sociais. O trabalho no Atendimento Educacional Especializado na Educação Infantil, primeira etapa da educação básica, configura-se em potente tempo e espaço para oferecer às crianças vivências que lhes possibilitem o desenvolvimento integral. Entendeu-se que, após o seio familiar, a escola é o primeiro espaço social significativo para o desenvolvimento pelo qual passamos. Dessa forma, ambiente favorável para a inserção da Comunicação Aumentativa e Alternativa, subárea da Tecnologia Assistiva. Vale esclarecer que a Comunicação Aumentativa e Alternativa consiste em uma gama de recursos, técnicas, estratégias e sistema de pictogramas que visam dar suporte de comunicação para pessoas com Necessidades Complexas de Comunicação aumentando ou desenvolvendo a sua linguagem expressiva e receptiva. Assim, o objetivo geral da pesquisa é analisar como avaliar crianças com deficiência e necessidades complexas de comunicação a partir da Matriz de Comunicação, resultando no planejamento para inserção da Comunicação Aumentativa e Alternativa, especificamente do sistema de pictogramas. Consiste em uma pesquisa fundamentada nos pressupostos da Teoria Histórico-Cultural de Lev Semionovich Vigotski, de natureza qualitativa. Os materiais e instrumentos da pesquisa envolveram leitura sistemática dos documentos, aplicação de questionário, observação das crianças e registros em diário de campo da pesquisa, aplicação e análise do instrumento de avaliação Matriz de Comunicação. Os dados levantados nesta pesquisa demonstram que a Matriz de Comunicação é um instrumento de avaliação importante, permitindo nortear as ações do Público-Alvo da Educação Especial na Sala de Recursos Multifuncionais, favorecendo o processo inclusivo das crianças com deficiência e Necessidades Complexas de Comunicação. Diante dos resultados obtidos, foi possível validar a efetivação da Matriz de Comunicação, resultando em algumas adequações e organização em planilhas de Excel, viabilizando seu uso em Sala de Recursos Multifuncionais, o que permite ao Público-Alvo da Educação Especial realizar avaliação mais assertiva quanto às habilidades comunicativas das crianças com necessidades complexas de comunicação na Educação Infantil.
This Master’s research was developed under the Professional Master’s Program in Inclusive Education, in National Network (PROFEI) – São Paulo State University “Júlio de Mesquita Filho” (FCT/UNESP) attending the research line Technological Innovation and Assistive Technology. Children with disabilities and Complex Communication Needs are children and youth who face restrictions in oral communication and, consequently, have impairments in participation in different social contexts. The work in the Specialized Educational Service in Early Childhood Education, the first stage of basic education, is configured in powerful time and space to offer children experiences that enable them to integral development. It was understood that, after the family, the school is the first significant social space for the development through which we pass. Consequently, favorable environment for the insertion of Augmentative and Alternative Communication, sub area of Assistive Technology. It is worth clarifying that the Augmentative and Alternative Communication consists of a range of resources, techniques, strategies and pictograms system that aim to support communication for people with Complex Communication Needs by increasing or developing their expressive and receptive language. Thus, the general objective of the research is to analyze how to evaluate children with disabilities and complex communication needs from the Communication Matrix, resulting in the planning for insertion of the Augmentative and Alternative Communication, specifically the pictogram system. It consists of a research based on the assumptions of the Historical-Cultural Theory of Lev Semionovich Vygotsky, of a qualitative nature. The research materials and instruments involved systematic reading of documents, questionnaire application, observation of children and records in field diary of research, application, and analysis of the Communication Matrix evaluation instrument. The data collected in this research demonstrate that the Communication Matrix is an important evaluation instrument, allowing to guide the actions of the Teacher of Specialized Educational Attendance in the Multifunctional Resource Room, favoring the inclusive process of children with disabilities and Complex Communication Needs. Given the results obtained, it was possible to validate the effectiveness of the Communication Matrix, resulting in some adjustments and organization in Excel spreadsheets, enabling its use in Multifunctional Resource Room, which allows Teacher of Specialized Educational Attendance to perform a more assertive assessment of the communicative skills of children with complex communication needs in the Childhood Education.
This Master’s research was developed under the Professional Master’s Program in Inclusive Education, in National Network (PROFEI) – São Paulo State University “Júlio de Mesquita Filho” (FCT/UNESP) attending the research line Technological Innovation and Assistive Technology. Children with disabilities and Complex Communication Needs are children and youth who face restrictions in oral communication and, consequently, have impairments in participation in different social contexts. The work in the Specialized Educational Service in Early Childhood Education, the first stage of basic education, is configured in powerful time and space to offer children experiences that enable them to integral development. It was understood that, after the family, the school is the first significant social space for the development through which we pass. Consequently, favorable environment for the insertion of Augmentative and Alternative Communication, sub area of Assistive Technology. It is worth clarifying that the Augmentative and Alternative Communication consists of a range of resources, techniques, strategies and pictograms system that aim to support communication for people with Complex Communication Needs by increasing or developing their expressive and receptive language. Thus, the general objective of the research is to analyze how to evaluate children with disabilities and complex communication needs from the Communication Matrix, resulting in the planning for insertion of the Augmentative and Alternative Communication, specifically the pictogram system. It consists of a research based on the assumptions of the Historical-Cultural Theory of Lev Semionovich Vygotsky, of a qualitative nature. The research materials and instruments involved systematic reading of documents, questionnaire application, observation of children and records in field diary of research, application, and analysis of the Communication Matrix evaluation instrument. The data collected in this research demonstrate that the Communication Matrix is an important evaluation instrument, allowing to guide the actions of the Teacher of Specialized Educational Attendance in the Multifunctional Resource Room, favoring the inclusive process of children with disabilities and Complex Communication Needs. Given the results obtained, it was possible to validate the effectiveness of the Communication Matrix, resulting in some adjustments and organization in Excel spreadsheets, enabling its use in Multifunctional Resource Room, which allows Teacher of Specialized Educational Attendance to perform a more assertive assessment of the communicative skills of children with complex communication needs in the Childhood Education.
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Palavras-chave
Necessidades complexas de comunicação, Comunicação aumentativa e alternativa, Educação inclusiva, Complex communication needs, Augmentative and alternative communication, Inclusive education