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Abstract(s)
A comunicação reveste-se de extrema importância para qualquer indivíduo, quer ao nível do desenvolvimento quer na sua evolução enquanto ser social. É através da nossa capacidade de comunicar que exprimimos vontades, desejos, sentimentos, ideias e opiniões em relação a tudo o que nos rodeia, interagindo, desta forma, com os outros. Porém, existem crianças/jovens que não conseguem comunicar através da fala, pelo que cabe aos profissionais da educação proporcionar mecanismos de apoio à comunicação, de modo a colmatar ou minimizar essa limitação ao nível da comunicação e permitir situações de interação e de aprendizagem. É neste sentido que a Comunicação Aumentativa e Alternativa (CAA) assume relevância, como recurso educativo capaz de possibilitar a comunicação destas crianças/jovens com o outro, sendo fundamental para o desenvolvimento e inclusão (social e escolar) destes indivíduos. O presente trabalho analisa a opinião dos docentes face à importância da CAA enquanto fator de inclusão de crianças com Necessidades Complexas de Comunicação (NCC), e analisa a utilização desses recursos em contexto escolar. Pretende dar-se resposta às seguintes questões: Quais os recursos de CAA existentes e utilizados pelos docentes em contexto escolar para comunicar com crianças/jovens com NCC, qual a importância dada aos mesmos e qual a opinião dos docentes face à importância da CAA como fator de inclusão para estes alunos? Os docentes estão na linha da frente da interação com crianças com NCC e as suas opiniões podem fornecer informações práticas e reais sobre a eficácia das técnicas usadas, podendo no futuro ajudar na melhoria das estratégias de CAA a ser utilizadas com estas crianças/jovens. Compreender as suas opiniões e quais os fatores que as influenciam é essencial para orientar o desenvolvimento profissional e os programas de formação em técnicas específicas. A aceitação e a confiança dos docentes nas estratégias de CAA influenciam diretamente o sucesso da sua implementação e utilização, conduzindo a melhores resultados para as crianças. Neste trabalho, optou-se por um estudo quantitativo, transversal e descritivo, tendo-se aplicado um inquérito por questionário para recolha de dados junto de 140 docentes do pré-escolar, 1º, 2º e 3º ciclo do ensino básico e educação especial, de várias escolas públicas do distrito de Lisboa. Os resultados deste estudo revelaram que, apesar da grande maioria dos docentes da nossa amostra considerar ter um conhecimento fraco ou insuficiente acerca da CAA, existe um sentimento de coerência em relação às vantagens da CAA na inclusão destas crianças/jovens no ensino regular. Conseguimos ainda verificar que as variáveis de índole profissional não influenciaram direta e significativamente as perceções dos docentes inquiridos sobre as vantagens da CAA na inclusão de crianças/jovens com NCC. Porém, os docentes que já contactaram com crianças/jovens com CAA parecem ter mais atitudes inclusivas do que aqueles que nunca trabalharam ou contactaram com CAA.
Communication is critical for any individual, both in terms of development and in their evolution as a social being. It is through our ability to communicate that we convey our wills, desires, feelings, ideas, and opinions in relation to everything that surrounds us, thus interacting with others. However, there are children/youths who are unable to communicate through speech, so it is up to education professionals to provide communication support mechanisms, to overcome or minimize this limitation in terms of communication and allow for interaction and learning situations. It is in this sense that Augmentative and Alternative Communication (AAC) assumes relevance, as an educational resource capable of enabling these children/youths to communicate with others, being fundamental for the development and inclusion (social and academic) of these individuals.This work analyzes teachers' opinions regarding the importance of AAC as a factor in the inclusion of children with Complex Communication Needs (CCN) and analyzes the use of these resources in a school context. It aims to answer the following questions: What AAC resources exist and are used by teachers in a school context to communicate with children/youths with CCN and; what is the importance given to these resources and what is the opinion of teachers regarding its importance as an inclusion factor for these students? Teachers are at the front line of interaction with children with CCN and their opinions can provide practical and real information about the effectiveness of the techniques used, which can in the future help to improve AAC strategies to be used with these children/youths. Understanding their opinions and what factors influence them is essential to guide professional development and training programs in specific techniques. Teachers' acceptance and confidence in AAC strategies directly influence the success of their implementation and use, leading to better results for children. To achieve this aim, a quantitative, cross-sectional, and descriptive study was chosen, using a questionnaire survey to collect data from 140 pre-school, 1st, 2nd and 3rd cycle teachers of basic education and special education, from various public schools in the municipality of Lisbon. The results of this study revealed that, although most teachers in our sample consider themselves to have weak or insufficient knowledge about ACC, there is a feeling of coherence regarding the advantages of ACC in the inclusion of these children/young people in regular education. We are also able to verify that professional variables did not directly and significantly influence the perceptions of the teachers interviewed about the advantages of AAC in the inclusion of children/young people with CCN. However, teachers who have already come into contact with children/young people with AAC seem to have more inclusive attitudes than those who have never worked or come into contact with AAC.
Communication is critical for any individual, both in terms of development and in their evolution as a social being. It is through our ability to communicate that we convey our wills, desires, feelings, ideas, and opinions in relation to everything that surrounds us, thus interacting with others. However, there are children/youths who are unable to communicate through speech, so it is up to education professionals to provide communication support mechanisms, to overcome or minimize this limitation in terms of communication and allow for interaction and learning situations. It is in this sense that Augmentative and Alternative Communication (AAC) assumes relevance, as an educational resource capable of enabling these children/youths to communicate with others, being fundamental for the development and inclusion (social and academic) of these individuals.This work analyzes teachers' opinions regarding the importance of AAC as a factor in the inclusion of children with Complex Communication Needs (CCN) and analyzes the use of these resources in a school context. It aims to answer the following questions: What AAC resources exist and are used by teachers in a school context to communicate with children/youths with CCN and; what is the importance given to these resources and what is the opinion of teachers regarding its importance as an inclusion factor for these students? Teachers are at the front line of interaction with children with CCN and their opinions can provide practical and real information about the effectiveness of the techniques used, which can in the future help to improve AAC strategies to be used with these children/youths. Understanding their opinions and what factors influence them is essential to guide professional development and training programs in specific techniques. Teachers' acceptance and confidence in AAC strategies directly influence the success of their implementation and use, leading to better results for children. To achieve this aim, a quantitative, cross-sectional, and descriptive study was chosen, using a questionnaire survey to collect data from 140 pre-school, 1st, 2nd and 3rd cycle teachers of basic education and special education, from various public schools in the municipality of Lisbon. The results of this study revealed that, although most teachers in our sample consider themselves to have weak or insufficient knowledge about ACC, there is a feeling of coherence regarding the advantages of ACC in the inclusion of these children/young people in regular education. We are also able to verify that professional variables did not directly and significantly influence the perceptions of the teachers interviewed about the advantages of AAC in the inclusion of children/young people with CCN. However, teachers who have already come into contact with children/young people with AAC seem to have more inclusive attitudes than those who have never worked or come into contact with AAC.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial – Cognição e Multideficiência
Keywords
Comunicação aumentativa e alternativa Necessidades complexas de comunicação Docentes Inclusão Augmentative and alternative communication Children Complex communication needs Inclusion
Citation
Fernandes, J. P. (2024). Utilização de recursos de comunicação aumentativa com crianças com necessidades complexas de comunicação em contexto escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18053