Comunicação Suplementar e Alternativa

Saberes e práticas dos professores no atendimento de estudantes autistas

Abstract

This research focuses on proposing strategies that mitigate the communication barriers faced by non-verbal students with Autism Spectrum Disorder (ASD), as subjects of inclusive education rights, through Supplementary and Alternative Communication tools. Through this research, we sought to investigate the knowledge that teachers in the Multifunctional Resource Rooms (SRM) of municipal public schools in Umuarama-PR have regarding the use of supplementary and alternative communication resources in the development of learning for students with disorders. of the autistic spectrum. This is an exploratory research with a field research stage, with qualitative approaches, starting from the provision of a questionnaire to the 23 specialist teachers who expressed their knowledge on the topics: Assistive Technology; Educational support for students with ASD; Supplementary and Alternative Communication as a pedagogical work tool. The results identified were analyzed and discussed in the research through data analysis by Minayo (2001), and from them, it was possible to make a digital resource available to expand teachers' knowledge regarding the tools available for educational assistance in the classroom. multifunctional resource for non-verbal autistic students. All the methodological possibilities of this research sought to find ways to provide students with ASD with a better coexistence at school, in a way that contributes to their development and socialization with their peers.