O livro adaptado em SPC - Um recurso com utilização de tecnologia digital
Type
article
Publisher
Identifier
Calvário, J., Gil, H. & Sousa, C. (2019). O livro adaptado em SPC - Um recurso com utilização de tecnologia digital. In Atas V Conferência Internacional para a Inclusão - INCLUDiT 2018. (pp. 201-212). ISBN: 978-989-8797-34-6 Leiria: Instituto Politécnico de Leiria.
978-989-8797-34-6
Title
O livro adaptado em SPC - Um recurso com utilização de tecnologia digital
Subject
Comunicação aumentativa e alternativa
Leitura inclusiva
Livros adaptados
Perturbação do Espetro do Autismo
Augmentative and alternative communication
Inclusive reading
Adapted books
Autism Spectrum Disorder
Leitura inclusiva
Livros adaptados
Perturbação do Espetro do Autismo
Augmentative and alternative communication
Inclusive reading
Adapted books
Autism Spectrum Disorder
Date
2020-02-03T09:40:27Z
2020-02-03T09:40:27Z
2019-12
2020-02-03T09:40:27Z
2019-12
Description
Comunicar é uma capacidade inata de qualquer indivíduo. Em crianças com Perturbação do Espetro do Autismo (PEA), as interações interpessoais estão condicionadas, sendo fundamental proporcionar-lhes meios inclusivos de comunicação.
A investigação centrou-se na construção de livros adaptados com símbolos SPC e a sua aplicação jun-to de duas crianças com PEA. Pretendeu-se 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 consistiu numa investigação de caráter qualitativo, numa abordagem de estudo de caso, exploratório e descritivo. A investigação foi baseada no trabalho de campo, envolvendo as crianças e os livros adaptados. Realizaram-se sessões práticas junto das crianças, recolhendo-se as respeti-vas notas de campo. Posteriormente, entrevistaram-se os docentes de educação especial e titulares de turma das 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 perante o livro adaptado foi de maior participação e dinamismo, promovendo igualmente a inclusão de crianças com PEA nas atividades de leitura.
Communicating is an innate ability of any individual. In children with Autism Spectrum Disorder (ASD), interpersonal interactions are conditioned, and it is essential to provide them with inclusive means of communication. The research focused of books adapted with SPC symbols and their application with PEA. The aim was to find out if these resources facilitate the inclusion of these children in reading activities, as well as to promote a greater development of communicative competences between these children and their peers, compared to the same book in its original version. The adopted methodology consisted in a qualitative research method, a case study, an exploratory and descriptive. The investigation was based on fieldwork, which involved two children and the adapted books. During the research process, there were held practical sessions along with the chil-dren, where the corresponding fieldnotes were gathered. Subsequently, the special education teachers and class directors, from the children, were interviewed. After the data collection, process and analysis we concluded that the adapted books have been struc-turers and enablers of the communication, when facing the original versions of the books. The chil-dren’s behaviour and communicational reaction towards the adapted books was of increased partici-pation and dynamics, promoting an equal the inclusion of the children with ASD in the reading activi-ties.
info:eu-repo/semantics/publishedVersion
Communicating is an innate ability of any individual. In children with Autism Spectrum Disorder (ASD), interpersonal interactions are conditioned, and it is essential to provide them with inclusive means of communication. The research focused of books adapted with SPC symbols and their application with PEA. The aim was to find out if these resources facilitate the inclusion of these children in reading activities, as well as to promote a greater development of communicative competences between these children and their peers, compared to the same book in its original version. The adopted methodology consisted in a qualitative research method, a case study, an exploratory and descriptive. The investigation was based on fieldwork, which involved two children and the adapted books. During the research process, there were held practical sessions along with the chil-dren, where the corresponding fieldnotes were gathered. Subsequently, the special education teachers and class directors, from the children, were interviewed. After the data collection, process and analysis we concluded that the adapted books have been struc-turers and enablers of the communication, when facing the original versions of the books. The chil-dren’s behaviour and communicational reaction towards the adapted books was of increased partici-pation and dynamics, promoting an equal the inclusion of the children with ASD in the reading activi-ties.
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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