Habilidade comunicativa e rotina pedagógica de alunos com deficiência não falantes: relato de professoras
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Data
2018-02-28
Autores
Rigoletti, Vanessa Calciolari [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Com avanços na Política Pública de Inclusão e com o efetivo reconhecimento das especificidades apresentadas pelo quadro de alunos, a literatura passou a discutir o acesso, a permanência e a aprendizagem dos estudantes com deficiência. Parte de um projeto maior, intitulado “Formação de Professores no Contexto da Comunicação Alternativa”, este estudo teve como objetivo identificar como as professoras do ensino regular percebem as habilidades comunicativas dos alunos com deficiência não falantes e como desenvolvem sua rotina pedagógica. De modo específico, buscou identificar as barreiras enfrentadas pela professora, as mediações realizadas com este aluno e as adaptações pedagógicas necessárias como também, se propôs a identificar o uso de sistemas e recursos de Comunicação Suplementar Alternativa e a compreensão do interlocutor. Participaram deste estudo dez professoras do ensino regular de 1° ao 5° ano. Os instrumentos utilizados para coleta de dados foram a entrevista semiestruturada e o Protocolo de Habilidades Comunicativas (partes I e II). Após coletados, os dados foram transcritos e analisados, de acordo com o objetivo proposto. Foram estabelecidos os seguintes temas e subtemas: Tema 1-Habilidades de comunicação, com os subtemas: habilidade de expressão, habilidade de compreensão e compreensão do interlocutor. Tema 2-Rotina Pedagógica da Sala de Aula, com os subtemas: atividades e tarefas da sala de aula, atividades e tarefas adaptadas, dinâmica dos alunos da sala, mediação da professora e, por fim, o subtema barreiras na rotina da sala de aula. Os resultados evidenciaram que as professoras identificaram diferentes formas de comunicação do aluno porém permeadas por questões de necessidades básicas e troca de carinho. As professoras reconheceram a necessidade de auxílio para seu aluno se comunicar e revelaram que mesmo com adaptações curriculares os alunos com deficiência não falantes nem sempre estão inseridos na rotina do grupo. Os resultados deste estudo apontaram que as escolas precisam romper as barreiras impostas pela ausência da fala. As professoras relataram não ter conhecimentos específicos sobre o uso de sistemas que apoiem e possibilitem a comunicação e, destacaram que os alunos nem sempre têm sucesso em sua tentativa de comunicação e desistem de serem compreendidos. Tais dados permitiram discutir a importância de um grande investimento na formação específica dos profissionais para que elaborem e implementem sistemas tangíveis ou pictográficos como apoio à comunicação na rotina pedagógica da sala de aula. Dentre diversas barreiras apontadas pelas professoras, estão o ritmo, falta, dificuldade de avaliar o aluno e os objetivos incomuns entre os órgãos que cuidam e zelam pela aprendizagem de todos. Conclui-se que, devido às lacunas em sua formação, o professor não se sente habilitado para lidar com as especificidades do aluno com deficiência não falante e identifica a necessidade de parcerias com outros profissionais especializados. Este estudo indicou aspectos relevantes no direcionamento do professor do ensino regular, quanto ao planejamento das atividades pedagógicas, de forma mais adequada para todos os alunos, a fim de eliminar barreiras que possam interferir na rotina pedagógica da sala de aula, na comunicação e na aprendizagem do aluno com deficiência não falante.
The recent advancements in the Public Policy of Inclusion led to the recognition of the diverse characteristics of the students, and the literature has started to discuss the access, the permanence and the teaching methods used with students with special needs. This study, part of a bigger project entitled “Forming Teachers in the Context of Alternative Communication”, had the purpose of identifying how teachers of a regular class perceive the communicative competence of students that don't have the ability to speak, and how their pedagogic routine is developed. It tried to identify the barriers a teacher can encounter when the class has a student who can't speak, what adaptations are needed and how to interact with this student. Its goal was to identify how Augmentative and Alternative Communication is used and how it is perceived by the interlocutors. Ten teachers of classes from 1st to 5th grade were interviewed, using a semi-structured inverview and the “Protocol of communicative abilities (parts I & II)”. The interviews were transcribed and analysed, and the following themes were established: 1. Communication abilities, subdivided: into ability of expression ability of understanding; partner comprehension. 2. Pedagogic routine in the classroom, subdivided into: activities and tasks in classroom; adapted activities and tasks; students dynamics in classroom; teacher mediation; barriers in the classroom routine. The results indicate that teachers identify different forms of communication, related to basic and emotional needs, recognize that these students need help when communicating, and believe that curricular adaptations are not enough to integrate them in the classroom routine. It shows that schools need to break the barriers caused by the absence of oral communication. The teachers showed no specific knowledge about using alternative systems to support and enable communication, and mentioned that if a student is not successful when trying to communicate, he might give up his efforts to be understood. The collected information allowed us to discuss the importance of educating the teachers in order to implement and create pictographic systems to support communication in the classroom routine. Among the barriers mentioned, there are speed of learning of these students, absenteeism, difficulty in evaluation and different objectives of the institutions that take care of education. It is possible to reach the conclusion that, due to shortcomings in their own education, teachers sometimes don't feel prepared to deal with students who can't speak. They mention the need to have support of other professionals and think it is important to use the resources, strategies and assistive technologies of Alternative Communication in the routine of the classroom, in order to ensure that these students actively participate in all activities. They also mention difficulties when dealing with students that can't speak, because of barriers in communication. This study can indicate relevant aspects to teachers in a regular classroom regarding how pedagogical activities can be planned in order to eliminate barriers that interfere in the classroom routine, in the communication and in the learning process of disabled students who can't speak.
The recent advancements in the Public Policy of Inclusion led to the recognition of the diverse characteristics of the students, and the literature has started to discuss the access, the permanence and the teaching methods used with students with special needs. This study, part of a bigger project entitled “Forming Teachers in the Context of Alternative Communication”, had the purpose of identifying how teachers of a regular class perceive the communicative competence of students that don't have the ability to speak, and how their pedagogic routine is developed. It tried to identify the barriers a teacher can encounter when the class has a student who can't speak, what adaptations are needed and how to interact with this student. Its goal was to identify how Augmentative and Alternative Communication is used and how it is perceived by the interlocutors. Ten teachers of classes from 1st to 5th grade were interviewed, using a semi-structured inverview and the “Protocol of communicative abilities (parts I & II)”. The interviews were transcribed and analysed, and the following themes were established: 1. Communication abilities, subdivided: into ability of expression ability of understanding; partner comprehension. 2. Pedagogic routine in the classroom, subdivided into: activities and tasks in classroom; adapted activities and tasks; students dynamics in classroom; teacher mediation; barriers in the classroom routine. The results indicate that teachers identify different forms of communication, related to basic and emotional needs, recognize that these students need help when communicating, and believe that curricular adaptations are not enough to integrate them in the classroom routine. It shows that schools need to break the barriers caused by the absence of oral communication. The teachers showed no specific knowledge about using alternative systems to support and enable communication, and mentioned that if a student is not successful when trying to communicate, he might give up his efforts to be understood. The collected information allowed us to discuss the importance of educating the teachers in order to implement and create pictographic systems to support communication in the classroom routine. Among the barriers mentioned, there are speed of learning of these students, absenteeism, difficulty in evaluation and different objectives of the institutions that take care of education. It is possible to reach the conclusion that, due to shortcomings in their own education, teachers sometimes don't feel prepared to deal with students who can't speak. They mention the need to have support of other professionals and think it is important to use the resources, strategies and assistive technologies of Alternative Communication in the routine of the classroom, in order to ensure that these students actively participate in all activities. They also mention difficulties when dealing with students that can't speak, because of barriers in communication. This study can indicate relevant aspects to teachers in a regular classroom regarding how pedagogical activities can be planned in order to eliminate barriers that interfere in the classroom routine, in the communication and in the learning process of disabled students who can't speak.
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Palavras-chave
Educação especial, Comunicação suplementar alternativa, Inclusão, Formação de professores, Special education, Augmentative and alternative communication, Inclusion, Teacher's formation