The inclusion of children with disabilities in the school context through the supplementary and alternative communication resources

Authors

DOI:

https://doi.org/10.33448/rsd-v9i12.11662

Keywords:

Alternative and supplementary communication; Inclusion; Teaching resources; Teacher.

Abstract

The present study aimed to analyze, reflect and discuss the importance of knowing a little more about the inclusion of children with disabilities in the school context from the resources of supplementary and alternative communication and how it can contribute to the development of students who do not have functional speech. It is the 21st century, but we still lack the information and knowledge about how to work in school with these resources in the classroom. For the methodology, we decided to conduct a theoretical and methodological discussion from parts of two features adapted in alternative communication addressed by the authors Manzini and Deliberato. Such resources were found on the technical support portal to assist alternative communication through equipment and special educational material in education, training and recreation for people with physical disabilities, in addition to having chosen the author Mantoan for understanding that she brings a wider concept about Inclusive Education and its contribution to school spaces among other theorists in regards to this subject.

References

Bardin, L. (2016). Análise de Conteúdo. Tradução: Luís Augusto Pinheiro. São Paulo: Edições 70.

Brasil. Lei nº 13.146, de 6 de julho de 2015. Institui a Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com Deficiência).

Brasil. Lei nº 9.394, de 20 de dezembro de 1996. Lei de Diretrizes e Bases da Educação Nacional.

Brasil. (2015). Plano Nacional de Educação PNE 2014-2024: Linha de Base. Brasília, DF: Inep.

Brasil. (2008) Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Brasília: MEC; SEEP.

Capovilla, F. C. (2001) Comunicação Alternativa: Modelos teóricos e tecnológicos, Filosofia Educacional e Prática clínica. In: Carrara, K. Universidade, sociedade e Educação. Marília: Unesp publicações.

Carvalho, R. E. (2016) Com os pingos nos “is”. Porto Alegre: Editora Mediação.

Copley, J & Ziviani, J. (2004) Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International.

Deliberato, D. (2008). Comunicação alternativa: informações básicas para o professor. Org. Oliveira, Anna Augusto Sampaio. Inclusão escolar: as contribuições da educação especial.1º ed. São Paulo.

Gesser, A. (2009). Libras?: Que língua é essa? : crenças e preconceitos em torno da língua de sinais e da realidade surda. 1 Ed. São Paulo: Parábola Editorial.

Mantoan. M. T. E. (2003) Inclusão escolar: o que é? por quê? como fazer? São Paulo: Moderna.

Manzini, E. J. & Deliberato, D. (2004) Portal de ajudas técnicas para educação: recursos para a comunicação alternativa. Brasília: MEC, SEESP, v. 2.

Massaro, M & Deliberato, D. (2013) Uso de sistemas de comunicação suplementar e alternativa na Educação Infantil: percepção do professor Revista Educação Especial | v. 26 | n. 46 | p. 331-350 | maio/ago. Recuperado de, http://www.ufsm.br/revistaeducacaoespecial

Pereira, A. S. (2018). Metodologia da pesquisa científica [recurso eletrônico]/ Adriana Soares Pereira [et al.] 1. ed. Santa Maria, RS: UFSM, NTE.

Rotta, N. T & Riesgo, L. O. R. (2016) Transtorno da aprendizagem: Abordagem Neurobiológica e Multidisciplinar, 2. ed.- Porto Alegre: Artmed.

UNESCO (1994). Declaração de Salamanca: Sobre Princípios, Políticas e Práticas na Área das necessidades Educativas Especiais. Salamanca-Espanha.

Downloads

Published

31/12/2020

How to Cite

MORAIS, N. M. de M. .; LIMA, J. P. de .; SILVA, R. C. D. da .; JESUS, T. S. de .; GABRIEL, R. de L. .; MAMEDES, R. F. . The inclusion of children with disabilities in the school context through the supplementary and alternative communication resources. Research, Society and Development, [S. l.], v. 9, n. 12, p. e48591211662, 2020. DOI: 10.33448/rsd-v9i12.11662. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/11662. Acesso em: 17 apr. 2024.

Issue

Vol. 9 No. 12

Section

Education Sciences

License

Copyright (c) 2020 Nadja Maria de Menezes Morais; Jôse Pessoa de Lima; Regina Celi Delfino da Silva; Tássia Souza de Jesus; Rosenice de Lima Gabriel; Rosilene Felix Mamedes

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.