A comunicação aumentativa como facilitador da participação num grupo de Jardim de Infância
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2014
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O presente trabalho é um relatório de um projeto de nvestigação-ação, no âmbito do Mestrado em Ciências da Educação – Educação Especial: domínio cognitivo e motor.
Este trabalho de investigação, realizado por um professor de educação especial, implicou os diferentes contextos educativos, respetivos intervenientes e os próprios pares, no desenvolvimento de uma criança, em idade pré-escolar, com Paralisia Cerebral e consequentes dificuldades motoras e de comunicação, sem linguagem oral, em contexto de sala de aula, com o grupo/turma.
Esta intervenção tem como objetivos principais não só melhorar os níveis de interação com os pares, educadoras e familiares como também, promover o desenvolvimento da comunicação e da participação nas atividades do jardim-de-infância, através de um sistema de Comunicação Aumentativa, Sistema Pictográfico de Comunicação (SPC). A intervenção centrou-se no desenvolvimento e na aplicação deste Sistema de Comunicação para, numa perspetiva ecológica de desenvolvimento, promover uma maior adaptação do aluno no meio envolvente e a sua participação e inclusão na turma. Este sistema foi utilizado por nós, pelas crianças do grupo/turma, pela educadora de infância, pela educadora de infância da UTAAC, pelas assistentes operacionais, pelos técnicos e pela família da criança.
Promoveu-se o diálogo, a partilha de conhecimentos, a participação ativa em diferentes espaços e entre os vários intervenientes educativos desenvolvendo um trabalho assente em respostas inclusivas dirigidas à criança, aos seus pares e à sua família.
Da partilha de experiências, conhecimentos e opiniões resultou um trabalho para o grupo e com o grupo do jardim-de-infância. Este estudo permitiu confirmar a importância da Comunicação Alternativa e Aumentativa e o uso das Tecnologias de Apoio como um fator facilitador de uma melhor participação e interação de uma criança, em idade pré-escolar, com Paralisia Cerebral no grupo e com o grupo/turma.
This paper is a report of an action research project, within the Master of Science in Education - Special Education: Cognitive and motor domain. This research was conducted by a special education teacher, using the different educational contexts, and studying the development of a child with cerebral palsy and consequent motor difficulties and communication without oral language in pre -school children in the context of the classroom, with the group / class. This research had used the respective intervinents and their peers. This intervention is designed not only to improve the levels of interaction of the studied child with peers, teachers and his family but, also to promote the development of the communication and participation of this child, in the activities of the pre-school, using a system of Aumentative Communication and pictographic system Communication (SPC). The intervention is focused on the development and implementation of this Communication System, from an ecological perspective of development, and promoting greater adaptation of the student in the environment and his participation and inclusion in the classroom. This system was used by us, the children of the group / class, the kindergarten teacher, the kindergarten teacher of UTAAC, the operating assistants, the technical staff and the child's family. Promoting the dialogue, the knowledge sharing, the active participation in different areas and between different educational stakeholders in order to develop an inclusive work based on replies given to the child, their peers and their families. The result of this sharing experience, knowledge and opinions as resulted a work for the group and with the peers of the child. This study as led us to confirm the great importance of the Alternative and Augmentative Communication, and the use of Assistive Technology as a facilitating factor in the participation and interaction of a child in pre -school , with cerebral palsy, included in the group and with the group / class .
This paper is a report of an action research project, within the Master of Science in Education - Special Education: Cognitive and motor domain. This research was conducted by a special education teacher, using the different educational contexts, and studying the development of a child with cerebral palsy and consequent motor difficulties and communication without oral language in pre -school children in the context of the classroom, with the group / class. This research had used the respective intervinents and their peers. This intervention is designed not only to improve the levels of interaction of the studied child with peers, teachers and his family but, also to promote the development of the communication and participation of this child, in the activities of the pre-school, using a system of Aumentative Communication and pictographic system Communication (SPC). The intervention is focused on the development and implementation of this Communication System, from an ecological perspective of development, and promoting greater adaptation of the student in the environment and his participation and inclusion in the classroom. This system was used by us, the children of the group / class, the kindergarten teacher, the kindergarten teacher of UTAAC, the operating assistants, the technical staff and the child's family. Promoting the dialogue, the knowledge sharing, the active participation in different areas and between different educational stakeholders in order to develop an inclusive work based on replies given to the child, their peers and their families. The result of this sharing experience, knowledge and opinions as resulted a work for the group and with the peers of the child. This study as led us to confirm the great importance of the Alternative and Augmentative Communication, and the use of Assistive Technology as a facilitating factor in the participation and interaction of a child in pre -school , with cerebral palsy, included in the group and with the group / class .
Descrição
Orientação: Isabel Rodrigues Sanches ; co-orientação: Margarida Nunes da Ponte
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, COMUNICAÇÃO ALTERNATIVA, ALTERNATIVE COMMUNICATION, COMUNICAÇÃO AUMENTATIVA, AUGMENTATIVE COMMUNICATION, INVESTIGAÇÃO-AÇÃO, ACTION RESEARCH, PARALISIA CEREBRAL, CEREBRAL PALSY, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION