Efeitos de oficinas de contar histórias com livros infantis realizadas com familiares de crianças surdas

Abstract

Source of help: CAPES.Conflict of interest: non-existent govern its functioning and language, the broader involves significance and is at work even in times when the subject does not communicate with each other [1][2][3] .Acquire language, such as ownership of a set of complex and conventional symbols, assumes that the child has language competence of abstract structures of language (phonology, morphology, syntax and semantics) and the use of them, which is called pragmatics 4,5 . In cases of pre-lingual hearing loss, without the benefits of sound amplification, the acquisition of oral language of deaf child is distinguished from acquisition by the hearing child, since the former has no access to sound information that the ambient in which it is embedded offers and assimilates the information around it preferably in INTRODUCTIONIn addressing the language in the deafness of the universe is important to highlight the difference between the language of concepts, language and speech. The speech would be the production of a particular speaker in interaction situation, the language the regulatory aspects that together ABSTRACT Purpose: to analyze the storytelling strategies of deaf children relatives, through children's books, before and after workshops with a speech and language therapist. Methods: a descriptive/exploratory qualitative research was developed with families attending a school clinic of a federal public university. At the first moment of this research, the patients' medical charts were analyzed. At a second moment, video recordings of the relative-child dyads were made while telling stories through deaf children's books. At a third, the families participated in workshops about playing and storytelling presented by a speech and language therapist. After the workshops, new video recordings of the dyads telling stories were made. Data were transcribed and subjected to video analysis as well as the dyads' eyes directions were computed. Results: took part in the study three adults and three children. After the workshops, there were significant changes in the storytelling strategies of the children's relatives. They employed intonation variation, used onomatopoeia, body signals such as facial expressions, movements and touches and highlighted the books' illustrations. With respect to eyes' directions, after the workshops the children looked more to the books, and both children and relatives looked more to each other. Conclusion: after the workshops, there were qualitative changes in the way of storytelling, using storybooks as mediators of the linguistic interaction by the relatives that participated in this study. The resulting effects afforded a more productive participation of the dyads in the language development of the children.

O processo de escolarização do surdo usuário de libras e seus desafios: revisão de literatura

“…No contexto familiar é necessário que os pais compreendam a importância do seu papel como facilitadores da construção e do desenvolvimento do processo de linguagem de seus filhos, de maneira a proporcionar um ambiente que amplie os conhecimentos linguísticos e favoreça o desenvolvimento da linguagem. Portanto, é fundamental que a intervenção fonoaudiológica abarque orientações à família, dando importância ao uso de livros para contar histórias, oferecendo papel e lápis, ou seja, precisam compor o ambiente da casa com elementos que possam introduzir o universo da escrita (NASCIMENTO; KESSLER, 2015).…”