Resumo

CAVALCANTE, Tícia Cassiany Ferro. Dialogism and cognitive difficulties: Reflections on the communication between adults and students with intellectual disabilities. Educ. Puc. [online]. 2017, vol.22, n.3, pp.425-439. ISSN 2318-0870.  https://doi.org/10.24220/P1519-3993-2017220300007.

The objective of this article was to investigate the linguistic and discursive characteristics present in the communication between a child with intellectual disabilities and an adult in a situation of Specialized Educational Assistance, as well as the resources used to facilitate this communication and ensure cognitive accessibility. The person with intellectual disabilities has more difficulty expressing him/herself orally than with language comprehension. The research was conducted in a municipal school in Recife with two children with multiple disabilities and cognitive difficulties and a specialist teacher. Data was collected from videos of each child’s assistance sessions. The study showed that excessive use of gestures associated with oral communication is very common in these subjects. Investigating the linguistic and discursive characteristics of students with intellectual disabilities may bring contributions to the practice of teaching.

Palavras-chave : Cognition; Inclusion; Language.

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