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Publication
Perceção dos educadores de infância acerca do uso da comunicação aumentativa e alternativa com crianças com perturbação do espectro do autismo
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_19553 | 1.42 MB | Adobe PDF |
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Abstract(s)
A maioria das crianças com Perturbação do Espectro do Autismo (PEA) apresentam dificuldades na participação e envolvimento nos contextos de vida diária, resultado dos défices a nível da comunicação social acarretados no diagnóstico desta perturbação do neurodesenvolvimento. Esta população beneficia com o uso de Comunicação Aumentativa e Alternativa (CAA), com o intuito de colmatar as poucas oportunidades de participação no contexto e com diferentes parceiros de comunicação, assim como potenciar o desenvolvimento da comunicação e linguagem. Nesse sentido, o contexto educativo é um meio ideal para proporcionar as interações sociais, as oportunidades de comunicação e a inclusão da criança.
Partindo desses pressupostos, achou-se pertinente realizar um estudo com o objetivo de caracterizar o uso da CAA pelos educadores de Infância com crianças com PEA, bem como conhecer a perceção destes participantes acerca do uso da mesma. Para tal foi elaborado e usado um questionário de autopreenchimento e divulgado online. A amostra do estudo é composta por 50 educadores de infância a exercer em Portugal, com experiência na PEA e com conhecimento da CAA. Os resultados demonstraram que os educadores de infância não usam na sua totalidade a CAA em crianças com PEA, e foram identificaram fatores essenciais para o sucesso da utilização da CAA, nomeadamente, a formação, o trabalho colaborativo, o envolvimento dos pais/família, o uso da CAA em todos os contextos e com todos os interlocutores.
Most of the children with Autism Spectrum Disorder (ASD) presents difficulties in participation and involvement in daily life contexts, due to the deficits on social communication that result in the diagnosis of this neurodevelopmental disorder. This population benefits from the use of Augmentative and Alternative Communication (AAC), in order to address the few opportunities of participation in the context and with different communication partners, as well as enhancing the development of communication and language. In this sense, the educational context is an ideal way to provide the social interactions, communication opportunities and the child’s inclusion. Based on these assumptions, it was pertinent to carry out a study with the aim to characterize the use of AAC by Childhood Educators with children with ASD, as well as to identify the perception of these participants about its use. For this purpose, a self-completion questionnaire was drawn up and used online. The sample of the study comprises 50 childhood educators practicing in Portugal, with experience in ASD and with knowledge of the AAC. The results showed that childhood educators do not use AAC in children with ASD in their entirety. Key factors for the successful use of AAC were identified, such as training, collaborative work, parent/family involvement, the use of AAC in all contexts and with all stakeholders.
Most of the children with Autism Spectrum Disorder (ASD) presents difficulties in participation and involvement in daily life contexts, due to the deficits on social communication that result in the diagnosis of this neurodevelopmental disorder. This population benefits from the use of Augmentative and Alternative Communication (AAC), in order to address the few opportunities of participation in the context and with different communication partners, as well as enhancing the development of communication and language. In this sense, the educational context is an ideal way to provide the social interactions, communication opportunities and the child’s inclusion. Based on these assumptions, it was pertinent to carry out a study with the aim to characterize the use of AAC by Childhood Educators with children with ASD, as well as to identify the perception of these participants about its use. For this purpose, a self-completion questionnaire was drawn up and used online. The sample of the study comprises 50 childhood educators practicing in Portugal, with experience in ASD and with knowledge of the AAC. The results showed that childhood educators do not use AAC in children with ASD in their entirety. Key factors for the successful use of AAC were identified, such as training, collaborative work, parent/family involvement, the use of AAC in all contexts and with all stakeholders.
Description
Keywords
Perturbação do espectro do autismo Comunicação aumentativa e alternativa Perceção Educadores de infância Barreiras Facilitadores Contexto educativo Autism spectrum disorder Augmentative and alternative communication Educators Barriers Facilitators Educational context