Programa de formação continuada de professores no uso da comunicação alternativa

Abstract

Reflecting on continuing teacher education is always necessary, as it promotes professional development and can still be connected to broader struggles for social justice and contribute to reducing the gaps in the quality of education available to students of different profiles. In view of this, the present work aims to implement and evaluate a program of continuing education for teachers in the use of Alternative Communication - CA, analyzing the contribution and effects of autoscopy in teaching practice. As well as, verify the effects of Alternative Communication in the school routine of students with Autism Spectrum Disorder - TEA and their teachers. For that, Studies I and II were carried out. Study I aimed to Elaborate the Continuing Education Program and verify its effects, through the use of autoscopy, on the pedagogical performance of the teachers of Specialized Educational Services (AEE) in the use of Alternative Communication (CA). The four meetings of continuing education took place in the resource room of a public school in the city of Rio de Janeiro and the interventions with students took place in a common classroom, where bi-teaching took place. Three baseline sessions and 17 intervention sessions were held, 4 of which focused on training with teachers. From the results of Study I, it was possible to observe the performance of the teachers in order to favor the communication of their students with the resources of Alternative Communication - CA. Study II aimed to verify and analyze the effects of Alternative Communication (AC) on the performance of students' communication with Autistic Spectrum Disorder (ASD) in a common classroom, with phase 1 of the PECS-Adapted developed. The participants, two students and two AEE teachers, were the same as in Study I. The results signaled a greater communicative interaction between students and their teachers. In addition, they began to make use of Alternative Communication (CA) in the classroom, expanding the possibility of communication. As a result, the PECS-Adapado proved to be an effective AC system to be used by students with ASD in the classroom.