Inclusão de crianças em educação pré-escolar regular utilizando comunicação suplementar e alternativa

Tetzchner, Stephen von; Brekke, Kari Merete; Æ, Bente Sj; FONT>thun,; Grindheim, Elisabeth

doi:10.1590/s1413-65382005000200002

Cited by 33 publications

(34 citation statements)

References 39 publications

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“…Children with lack of speech, but users of alternative communication systems are able to understand and make themselves understood in the world of language. It can be achieved through looks, gestures, facial expressions and body posture, allowing their interaction with others and a greater insertion in society [17][18][19] .…”

Section: Discussionmentioning

confidence: 99%

Validation of the neurofunctional evaluation protocol for Alternative and Augmentative Communication

et al. 2018

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Objective: to validate the neurofunctional evaluation for Alternative and Augmented Communication protocol. Methods: the study was carried out in four steps: instrument construction, literature review, clinical validation and evaluation of the protocol by field experts, through an interactive questionnaire which was repeatedly applied, until the last set of responses was regarded as satisfactory. In addition, clinical evaluations were performed by applying the protocol in children and adolescents with motor impairment in a clinical trial.Results: statistical analysis of the protocol application in the therapeutic setting showed the Kappa indices for each observer with an overall mean of 0.436 (moderate agreement), besides the agreement among experts in content evaluation. Conclusion: agreement between the evaluators, specialists and the protocol clinical application results allowed choosing and implementing an alternative communication resource appropriate to the neuromuscular characteristics of the patient, providing a low cost access, as well as the quick identification of the motor skills that enabled the speech-language therapy.

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Section: Discussionmentioning

confidence: 99%

Validation of the neurofunctional evaluation protocol for Alternative and Augmentative Communication

et al. 2018

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“…A characteristic of true inclusion is that it comprises not only direct educational situations but the whole set of events and activities that are the foundation of meaning making in kindergarten and school, including play and social interaction during breaks and on the way to and from kindergarten and school (MULVIHILL; SHEARER; VAN HORN, 2002;VON TETZCHNER et al, 2005). Inclusion is thus not only about developing academic skills or increasing wanted and reducing unwanted behavior, but about enculturation in a broad sense.…”

Section: Santa Mariamentioning

confidence: 99%

“…Many developmental researchers have pointed out that horizontal peer relations afford interactions that are qualitatively different from those of the vertical adult child relations (PIAGET, 1932;DUNN, 1988DUNN, , 1999KEMPLE, 2004;HARTRUP, 1989). Studies have found that the interaction with peers may facilitate learning and development in children with ASD and other disabilities (GULDBERG, 2010;VON TETZCHNER et al, 2005). Interaction with peers may contribute to inclusion and the development of social and cultural knowledge and skills in a way that cannot be easily achieved by teacher instruction and adult child interactions.…”

Section: Santa Mariamentioning

confidence: 99%

“…The ethical perspective is that children with disabilities are equal members of society and should have the same opportunities as others to realize their potential for development and participation. The political perspective concerns the willingness of society to invest in the education and life quality of children who need more support and resources than other children to become productive citizens or who may not become productive in a traditional sense (cf., COLE, 2005;RYNDAK;WEHMEYER, 2009;LINDSAY, 2007;VON TETZCHNER et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Inclusion of children with autism spectrum disorders through shared peer activity

Tetzchner

Grindheim

2013

Rev. Educ. Espec.

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Inclusion may be defined as having a full and active part in the life of the mainstream kindergarten or school. There are professional, political and ethical reasons for striving for inclusion and there are different approaches to how inclusive education and training of children with autism spectrum disorders (ASD) should be organized. The basis for the illustrative case excerpts presented here is a blend of social constructivism, event cognition and ecological psychology. Children with ASD vary widely and intervention has to be based on knowledge about development, learning and autism in general, as well as knowledge about the individual child and his or her proximal environment or ecology. Many children with ASD need some one-to-one education but participation in child-managed activities and events is a core element of true inclusion. The case excerpts illustrate principles for how this may be achieved.Keywords: Autism Spectrum Disorder; inclusion; peer relations; enculturation. Stephen Von Tetzchner -Elisabeth Grindheim A inclusão de crianças com Transtornos do Espectro do Autismo através de atividade compartilhada com seus pares ResumoInclusão pode ser definida como desempenhar um papel pleno e ativo no contexto regular da escola ou da pré-escola. Há razões profissionais, política e ética para lutar pela inclusão e existem diferentes abordagens que versam sobre como a educação inclusiva e o treinamento de crianças com transtornos do espectro do autismo (TEA) devam ser organizados. Os casos ilustrados no presente trabalho fundamentam-se em uma combinação de abordagens incluindo o construtivismo social, a cognição de eventos e a psicologia ecológica. As características de crianças com TEA variam amplamente e a intervenção deve ter como base o conhecimento sobre desenvolvimento, aprendizagem e o autismo em geral, assim como informações sobre a criança e seu ambiente proximal ou ecológico. Muitas crianças com TEA precisam de educação individualizada, mas a participação em atividades e eventos dirigidos pela criança é um elemento essencial da verdadeira inclusão. Os casos ilustram os princípios de como isso pode ser alcançado.

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“…Nessa direção, grupos de pesquisadores consideram a CSA como um recurso linguístico que pode mediar relações estabelecidas por sujeitos com graves comprometimentos da oralidade, contribuindo de forma decisiva em seus processos de inclusão social (HUER; PARETTE; SAENZ, 2001;PANHAN, 2001;CHUN, 2003;VASCONCELLOS, 2009). Ressalta-se o papel fundamental que a incorporação de modos de linguagem de natureza corporal e gráfi ca podem trazer para a construção da autonomia de tais sujeitos (LACERDA, 2000;VON TETZCHNER, 2005;REILY, 2006).…”

Section: Introductionunclassified

Comunicação suplementar e/ou alternativa: fatores favoráveis e desfavoráveis ao uso no contexto familar

Krüger¹,

Berberian

Guarinelo

et al. 2011

Rev. bras. educ. espec.

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RESUMO: o objetivo deste estudo foi investigar fatores que contribuem para o uso e o não-uso da Comunicação Suplementar e/ou Alternativa (CSA) no contexto familiar. Foram sujeitos da pesquisa, 20 pais de crianças inseridas em uma escola especial de Curitiba, destinada a indivíduos com defi ciências motoras e múltiplas, divididos no Grupo G1, composto por 9 pais que fazem uso da CSA no contexto familiar e no Grupo G2, por 11 pais que não a utilizam. Os dados foram levantados a partir da realização de entrevistas em torno de questões relacionadas a fatores que interferem no uso e no não uso da prancha de CSA. As condições favoráveis ao uso da CSA no contexto familiar incluem: -o nível de escolaridade e a situação econômica dos pais; a frequência de preparo dos pais quanto ao uso da CSA; o reconhecimento da CSA como recurso linguístico; o entendimento de que tal recurso ajuda no desenvolvimento da oralidade e na satisfação de necessidades básicas; aumentar interações sociais. As condições desfavoráveis consistem em: pais consideram conhecer as necessidades de seus fi lhos; CSA não satisfaz as suas expectativas; falta de orientação e suporte para uso da CSA; o fato de difi culdades motoras prejudicarem o uso da CSA; ausência de tempo. Os resultados oferecem elementos que podem orientar intervenções fonoaudiológicas com as famílias, nas quais a CSA possa ser concebida como recurso linguístico, proporcionando novas possibilidades discursivas e o estabelecimento das relações dialógicas fundamentais para a constituição das relações sociais e do sujeito. PALAVRAS-CHAVE:Educação Especial. Comunicação Suplementar e/ou Alternativa. Distúrbios da linguagem. Inclusão. Família. ABSTRACT:The purpose of the present study was to investigate factors that contribute to the use of AAC in the family context, focusing on communication boards. The survey was undertaken with 20 parents of AAC users at a school for special education in Curitiba, using interviews. Two groups of parents were defi ned: G1 group uses AAC at home and G2 doesn't. Interviews were formulated in order to identify motives for using or not using AAC in the family context. From the analysis of the interviews, several favorable and unfavorable factors for using AAC in the family context were identifi ed. Favorable conditions for using AAC in the family context included: parents school level and economic situation; frequency of training of parents for use of AAC; recognition of AAC as a linguistic resource; understanding that AAC helps develop oral skills; use of AAC for providing basic needs; use of AAC to broaden interactions in other social circles. Unfavorable conditions for using AAC consisted of the following factors: parents presume to know their child´s needs; AAC doesn´t apply to parents' expectations; there is a lack of training and support for continuous use of AAC; motor skills hinder AAC use; lack of time to use the communication board. Results offer elements that could be meaningful for speech therapy intervention with families, where AAC could be seen a...

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Inclusão de crianças em educação pré-escolar regular utilizando comunicação suplementar e alternativa

Cited by 33 publications

References 39 publications

Validation of the neurofunctional evaluation protocol for Alternative and Augmentative Communication

Validation of the neurofunctional evaluation protocol for Alternative and Augmentative Communication

Inclusion of children with autism spectrum disorders through shared peer activity

Comunicação suplementar e/ou alternativa: fatores favoráveis e desfavoráveis ao uso no contexto familar

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