Resumo

TOGASHI, Cláudia Miharu  e  WALTER, Cátia Crivelenti de Figueiredo. Contributions of Alternative Communication in the Process of School Inclusion of a Student with Autism Spectrum Disorder. Rev. bras. educ. espec. [online]. 2016, vol.22, n.3, pp.351-366. ISSN 1980-5470.  https://doi.org/10.1590/S1413-65382216000300004.

This study is the continuation of a larger research aimed to implement a training program offered to the teachers of Rio de Janeiro, working in the Specialized Education Service to introduce the use of Adapted-PECS system to the students with Autism Spectrum Disorder (ASD). At the end of the study, questions were raised, which originated this research, and were divided into two studies: the first one was the follow-up of the major research and aimed to verify the effectiveness and continued use of Adapted-PECS by the teacher with the student with ASD. It was conducted in a Multifuncional Resources classroom in RJ with the participation of the teacher and the student with ASD as study subjects. Data was collected in seven sections, which were analyzed from a record protocol of support levels offered in the phases of Adapted-PECS. The results showed continuity in the use of the system by the teacher. Study II aimed to analyze communicative interactions of the same student in Study I with a teacher and a trainee in the regular classroom environment. A series of 10 observation sessions and intervention were conducted to verify the communicative acts, which were categorized and arranged in tables. The results showed higher communicative interaction with the student and the trainee in the intervention phase, in addition to generalize the use of adapted-PECS in the regular classroom. It was concluded that communication is one of the key factors for effective school inclusion of a student with ASD.

Palavras-chave : Special Education; Autism Spectrum Disorder; School Inclusion; Augmentative and Alternative Communication.

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