FORMAÇÃO DOCENTE EM COMUNICAÇÃO ALTERNATIVA: EFEITOS EM PLANOS DE AULA DE ALUNOS COM AUTISMO

João Paulo da Silva Barbosa; Debora Regina de Paula Nunes

doi:10.1590/SciELOPreprints.10204

##article.authors##

João Paulo da Silva Barbosa Federal University of Rio Grande do Norte https://orcid.org/0000-0002-2101-7798
Debora Regina de Paula Nunes Federal University of Rio Grande do Norte https://orcid.org/0000-0001-8758-8916

DOI:

https://doi.org/10.1590/SciELOPreprints.10204

Keywords:

autism spectrum disorder, augmentative and alternative communication, teacher training, lesson plan

Abstract

The socio-communicative impairments observed in students with Autism Spectrum Disorder (ASD) adversely affect their social interactions and academic performance. Studies suggest that these deficits can be alleviated through the use of Augmentative and Alternative Communication (AAC) strategies implemented by teachers within the school environment. With this aim in mind, this research sought to analyze, through a strategic action research approach, the impact of an AAC training program on the lesson plans of teachers working with students with ASD in mainstream classrooms. Five elementary school teachers participated in this study. Data collected through questionnaires, interviews, and field notes were analyzed using content analysis supplemented by lexicometric statistics. The findings revealed that the remotely conducted training program led to an enhancement in teachers' understanding of ASD and AAC. However, limitations were identified in translating theoretical knowledge into practical teaching methods. These research findings underscore the necessity for further investigations on teacher training models focusing on AAC within educational contexts.

Downloads

Download data is not yet available.

Author Biography

Debora Regina de Paula Nunes, Federal University of Rio Grande do Norte

Psicóloga pela Universidade Federal do Rio de Janeiro (1998), Mestre em Educação pela Universidade do Estado do Rio de Janeiro (2000), doutora em Educação Especial - Florida State University (2005). Professora associada do Departamento de Fundamentos e Políticas de Educação (DFPE-UFRN), do Programa de Pós-Graduação em Educação (PPGED-UFRN) e do Programa de Pós-Graduação em Educação Especial (PPGEEsp-UFRN) da Universidade Federal do Rio Grande do Norte. Editora Associada da Revista Brasileira de Educação Especial (RBEE); Membro do GT 79 - Transtorno do Espectro Autista (TEA):Pesquisas na saúde e Educação da Associação Nacional de Pesquisa e Pós-Graduação em Psicologia (ANPEPP). Orienta e desenvolve pesquisas sobre autismo, formação de professores e comunicação alternativa.