Contribuições do profissional de apoio escolar ao aluno com necessidades complexas de comunicação: uma revisão integrativa

Abstract

The contributions of school support professionals to students with complex communication needs in the Brazilian context constitute the object of this study. The main objective of this Integrative Literature Review is to describe what studies point out about the role of school support professionals with students with educational communication needs in the context of the Brazilian educational system between 2015 and 2022. To this end, we searched for scientific articles, dissertations and theses published in Portuguese, in the SciELO, Redalyc and Google Scholar databases. Respecting the specificities of each database, search strategies were used, with the following descriptors: “school support professional"; "special education"; "student with disability"; "non-verbal student"; "complex communication needs"; “support professional*”; “mediator”; “inclusive education”; connected with the Boolean operators AND and OR. Rayyan 1012 studies, 75 of which were removed because they were duplicates. In the screening process, we analyzed the title and abstract of the studies, 792 were excluded. In the selection stage, 145 studies were analyzed for eligibility. A data extraction spreadsheet was created to organize the selected studies and, after that, a critical analysis of the results was undertaken. The results point to a lack of standardization in nomenclatures, indicating that this factor creates obstacles in the definition of inclusive policies, indirectly affecting advocacy. more inclusive and effective policies aimed at supporting students. The transfer of responsibility from the teacher to the support professional was verified in this study. In relation to students monitored by school support professionals, it was found that the majority of studies presented the diagnosis of Autism Spectrum Disorder and found them in the Early Childhood Education and Elementary Education segments. The study concludes that there are gaps in research and proposes recommendations for future research and educational policies.