<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782022000100108</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n60.18539</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DESENVOLVIMENTO DA LINGUAGEM EM CRIANÇAS COM DEFICIÊNCIA INTELECTUAL NA EDUCAÇÃO INFANTIL: CONTRIBUIÇÕES DA COMUNICAÇÃO ALTERNATIVA]]></article-title>
<article-title xml:lang="en"><![CDATA[LANGUAGE DEVELOPMENT IN CHILDREN WITH INTELLECTUAL DEFICIENCY IN CHILD EDUCATION: CONTRIBUTIONS OF ALTERNATIVE COMMUNICATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquino]]></surname>
<given-names><![CDATA[Adelyn Barbosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Tícia Cassiany Ferro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco Rede Municipal de Itapissuma ]]></institution>
<addr-line><![CDATA[Itapissuma Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<numero>60</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782022000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782022000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782022000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As crianças com deficiência intelectual apresentam prejuízo no desenvolvimento da capacidade expressiva. Como consequência, fazem uso por mais tempo da linguagem gestual. Existem recursos de Comunicação Alternativa, categoria de Tecnologia Assistiva, que contribuem para a acessibilidade cognitiva dessas crianças, facilitando o desenvolvimento e a aprendizagem. Esta pesquisa buscou analisar como o uso da Comunicação Alternativa (CA) em sessões de intervenção pode contribuir para a linguagem-comunicação de crianças com deficiência intelectual na etapa da Educação Infantil. Como participantes, a pesquisa contou com duas crianças com deficiência intelectual com impedimentos comunicativos, estudantes de escolas públicas da cidade de Igarassu-PE. Como instrumentos de coleta de dados, foram realizadas sessões de intervenção com o uso de recursos da CA. O estudo demonstrou que o uso dos recursos de comunicação alternativa contribuiu significativamente para a comunicação das crianças. Permitiu que criança e pesquisadora compartilhassem atenção nas atividades desenvolvidas; auxiliou a compreensão, estimulando as crianças a participarem ativamente das interações; também possibilitou às crianças planejar e produzir linguagem mais significativa e funcional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Children with intellectual disabilities suffer from the development of expressive capacity; consequently make use of sign language for longer. There are Alternative Communication features, Assistive Technology category, which contributes to the cognitive accessibility of these children, facilitating development and learning. This research sought to analyze how the use of Alternative Communication (AC) in intervention sessions can contribute to the communication-language of children with intellectual disabilities in the stage of Early Childhood Education. As participants, the research had two children with intellectual disabilities with communicative disabilities, students from public schools in the city of Igarassu-PE. As data collection instruments, intervention sessions were conducted with the use of AC resources. The study demonstrated that the use of alternative communication resources contributed significantly to children's communication. It allowed the child and researcher to share attention in the activities developed; aided understanding by encouraging children to actively participate in interactions; and also enabled children to plan and produce more meaningful and functional language.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[aquisição da linguagem]]></kwd>
<kwd lng="pt"><![CDATA[comunicação alternativa]]></kwd>
<kwd lng="pt"><![CDATA[deficiência intelectual]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="en"><![CDATA[acquisition of language]]></kwd>
<kwd lng="en"><![CDATA[alternative communication]]></kwd>
<kwd lng="en"><![CDATA[intellectual disability]]></kwd>
<kwd lng="en"><![CDATA[child education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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