Perfil comunicativo de escolares com necessidades especiais: base para assessoria educacional

Abstract

The objectives of this study were: a) to investigate the communicative profile of subjects with disabilities; b) identify the main needs of these subjects, related to the process of language development and; c) alluding about main developments regarding the advisory to them and permanent training provided to their teachers for further planning of interventions in the teaching-learning process. Participants were nine students, aged from seven to fifteen, six boys and three girls. The diagnoses of these students were Cerebral Palsy (5), Down Syndrome(3), Global Development Delay (1). Data requirements as indicated: Beginning of actions related to functional vocabulary identification, at home and at school, to implement Alternative and/or Supplemental Communication; support for acquisition aspects in oral language; curricular adaptations; guidance on individuals’ entry in regular school. Data also indicated certain regularity in the beginning of the necessary actions, as follows. For individuals with Cerebral Palsy, Alternative and/or Supplemental Communication were used at first, regardless of the environment (family and/or school). As for individuals with Down Syndrome, initial support should facilitate the functional use of language, by means of observation in specific interaction environments. Special attention should be given, however, to the variability in language acquisition process, facing similar diagnoses.