Livro adaptado com recurso à Tecnologia Digital : uma aplicação com crianças com NEE
Type
article
Identifier
CALVÁRIO, Juliana ; GIL, Henrique ; SOUSA, Célia (2018) - Livro adaptado com recurso à Tecnologia Digital : uma aplicação com crianças com NEE. In Iberian Conference on Information Systems and Technologies (CISTI), 13, Cáceres, 13-16 junio : actas. Cáceres: AISTI p. 1-5
978-989-98434-8-6 (eletronico)
978-1-5386-4885-8
10.23919/CISTI.2018.8399410
Title
Livro adaptado com recurso à Tecnologia Digital : uma aplicação com crianças com NEE
Book adapted with the use of Digital Tecnology : An application with children with Special Needs
Book adapted with the use of Digital Tecnology : An application with children with Special Needs
Subject
Comunicação aumentativa e alternativa
Inclusão
Livro adaptado
Perturbação do espetro do autismo
Component - augmentative and alternative communication
Inclusion
Adapted book
Autism spectrum disorder
Inclusão
Livro adaptado
Perturbação do espetro do autismo
Component - augmentative and alternative communication
Inclusion
Adapted book
Autism spectrum disorder
Date
2018-07-16T13:55:33Z
2018-07-16T13:55:33Z
2018
2018-07-16T13:55:33Z
2018
Description
Comunicar é uma capacidade inata que qualquer indivíduo apresenta como forma de se inserir na sociedade e no mundo que o rodeia, sendo que as crianças aprendem a comunicar
por meio das interações que estabelecem com os outros. Numa criança com graves problemas de comunicação, como é o caso de crianças com Perturbações do Espetro do Autismo (PEA), as interações com os familiares e colegas ficam restritas e condicionadas, influenciando negativamente todo o seu desenvolvimento. Deste modo, é fundamental proporcionar a estas crianças meios para se expressarem e compreenderem os
indivíduos que as rodeiam. Na sociedade, existem escassos materiais adaptados para crianças com perturbação na comunicação, nomeadamente de livros adaptados em Símbolos
Pictográficos de Comunicação (SPC), podendo estes ser materiais que facilitam o acesso à informação, por parte destas crianças. A investigação desenvolvida centrou-se na construção de recursos pedagógicos, livros adaptados com símbolos SPC e a sua aplicação
junto de duas crianças com PEA. Teve como principal objetivo o de averiguar se estes recursos facilitam a inclusão destas crianças em atividades de leitura, bem como se promovem um maior desenvolvimento de competências comunicativas entre estas
crianças e os seus pares, em comparação com o mesmo livro na sua versão original. A metodologia adotada consistiu numa investigação de caráter qualitativo, numa abordagem que privilegiou o estudo de caso e a investigação-ação, de caráter exploratório e descritivo. A investigação foi baseada no trabalho de campo, que envolveu duas crianças e os livros adaptados, construídos no âmbito da investigação. Durante o processo investigativo foram realizadas sessões práticas junto das crianças participantes, onde se recolheram as respetivas notas de campo. Posteriormente, entrevistaram-se os docentes de educação especial e titulares de turma, das respetivas crianças. Após a recolha, tratamento e análise dos dados aferiu-se que os livros adaptados foram estruturadores e facilitadores da comunicação, face ao livro na sua versão original. A reação comportamental e comunicativa das crianças face ao livro adaptado foi de maior participação e dinâmica se comparada com as reações face ao livro no formato original, promovendo igualmente a inclusão de crianças com PEA nas atividades de leitura.
Every individual presents the innate capacity to communicate as a way of being a part of the society and the world around themselves, throughout a child’s development they learn how to communicate through the interactions that they establish with others. In the case of a child with severe communication problems, such as a child with the Autism Spectrum Disorder (ASD), the family and colleague’s interactions become considerably restrict and conditioned, which has a negative impact to their emotional, social and/or cognitive development. Thereby, it is fundamental to provide these children with the means to express themselves and to understand the individuals around them. In society, the verified existence of poor adapted material to children with communication disorders, in particular of adapted books in Communication Pictographic Symbols (CPS), and these can be materials that facilitate access to information by these children. The developed investigation is centred at the development of teaching resources, more specifically adapted books with CPS symbols, and their application along with children with ASD. It has had the main goal of verifying if these resources have eased the inclusion of these children in reading activities, as well as if it promotes a further development of the communicative skills alongside these children and their peers, in comparison with the original versions of the same books. The adopted methodology consisted in a qualitative research method, in favour of a case study and action-research approach, in an exploratory and descriptive research method. The investigation was based on fieldwork, which involved two children and the adapted books, developed in the scope of the research. During the research process, there were held practical sessions along with the participating children, where the corresponding fieldnotes were gathered. Subsequently, the special education teachers and class directors, from the respective children, were interviewed. After the data collection, process and analysis we concluded that the adapted books have been structurers and enablers of the communication, when facing the original versions of the books. The children’s behaviour and communicational reaction towards the adapted books was of increased participation and dynamics when compared with the reaction towards the original versions of the books, promoting an equal the inclusion of the children with ASD in the reading activities.
info:eu-repo/semantics/publishedVersion
Every individual presents the innate capacity to communicate as a way of being a part of the society and the world around themselves, throughout a child’s development they learn how to communicate through the interactions that they establish with others. In the case of a child with severe communication problems, such as a child with the Autism Spectrum Disorder (ASD), the family and colleague’s interactions become considerably restrict and conditioned, which has a negative impact to their emotional, social and/or cognitive development. Thereby, it is fundamental to provide these children with the means to express themselves and to understand the individuals around them. In society, the verified existence of poor adapted material to children with communication disorders, in particular of adapted books in Communication Pictographic Symbols (CPS), and these can be materials that facilitate access to information by these children. The developed investigation is centred at the development of teaching resources, more specifically adapted books with CPS symbols, and their application along with children with ASD. It has had the main goal of verifying if these resources have eased the inclusion of these children in reading activities, as well as if it promotes a further development of the communicative skills alongside these children and their peers, in comparison with the original versions of the same books. The adopted methodology consisted in a qualitative research method, in favour of a case study and action-research approach, in an exploratory and descriptive research method. The investigation was based on fieldwork, which involved two children and the adapted books, developed in the scope of the research. During the research process, there were held practical sessions along with the participating children, where the corresponding fieldnotes were gathered. Subsequently, the special education teachers and class directors, from the respective children, were interviewed. After the data collection, process and analysis we concluded that the adapted books have been structurers and enablers of the communication, when facing the original versions of the books. The children’s behaviour and communicational reaction towards the adapted books was of increased participation and dynamics when compared with the reaction towards the original versions of the books, promoting an equal the inclusion of the children with ASD in the reading activities.
info:eu-repo/semantics/publishedVersion
Access restrictions
openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
Language
por
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