Programa de Promoção das Habilidades Sociais de alunos não falantes tendo como interlocutores graduandas em Pedagogia

Abstract

On any successful social interaction, it is essential that the parties are able to display social skills. The objective of this research was to plan and evaluate the effects of a Program for Promoting the Social Skills of Non Speaking Students (PPSSNSS), implemented by Pedagogy undergraduate students. The participants were 10 Undergraduate Public University of Pedagogy students and 07 non speaking students with cerebral palsy, who attended a Special Education School in the city of Rio de Janeiro. The methodology consisted of two linked studies: The Initial Training of Undergraduate Students in Education through the course "Special Education and Social Skills" and the Program for Promoting the Social Skills of Non Speaking Students. The classes of both studies had their methodology based on didactic exhibitions, cognitive and behavioral techniques, life experiences and development of activities with Alternative Communication resources. The workload of the course developed in Study I was 44 hours. The results revealed that the participating undergraduate students considered the strategies used in the course as positive, for their playful and practical nature, thus allowing the practice of important skills in professional activities, such as planning and execution of group experiences. Through the analysis of data from IHS-Del-Prette (2011), it was concluded that there was significant progress in Coping and Self-Assertion with Risk, in Self-Assertion when Expressing Positive Feeling, in Conversation and Social Resourcefulness, in Auto Exposure to Strangers and New Situations and, to a lesser extent, in Self Control of Aggressiveness. The analysis of the diagnostic questionnaire categories demonstrated that the undergraduates, in general, had a satisfactory understanding of the concepts. However, one should emphasize that there was a broadening of the concepts, their applicability and essentially the interlocutor's role in promoting the Social Skills. The undergraduates reports, handed in at the end of the course, also suggested some changes in the personal social skills repertoire. The multimodal assessment of non speaking students held at the end of Study I, pointed deficits in the participants social skills and contributed to the planning of the PPSSNSS which was developed in a group, in Study 2, in 22 sessions of approximately 90 minutes each. The evaluation results indicated significant gains in social skills after program implementation. The Self and Emotional Expressiveness subclass, despite the increase in percentage, continued with significant deficit. Subclasses Basic Communication, Civility, Empathy, Assertiveness, Befriending, Interpersonal Problem Solving and Academic Social Skills achieved high performance in the post-test. Parents and guardians report indicated progress and extending of skills learned, to other contexts in the subjects natural environment. The follow-up conducted by the undergraduate students, revealed that the improvement in social skills factors remained the same in the medium term. There were no significant fluctuations in the results after two years of course and one year into the undergraduate students intervention process with students with disabilities, which indicates a stable or even a growing trend in those results, also showing that the undergraduate students are developing their Social Educational Skills appropriately