<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382017000100067</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382317000100006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Acesso Motor ao Recurso de Comunica&#231;&#227;o Alternativa: Opini&#227;o de Profissionais em Rela&#231;&#227;o ao Layout de Figuras1]]></article-title>
<article-title xml:lang="en"><![CDATA[Motor Access to Alternative Communication Resource: Professional Opinion on the Layout of Pictures]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANKAKO]]></surname>
<given-names><![CDATA[Andréia Naomi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BRACCIALLI]]></surname>
<given-names><![CDATA[Lígia Maria Presumido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Unesp Campus de Marília Centro de Estudos de Educação e Saúde ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Unesp Campus de Marília Faculdade de Filosofia e Ciências Programa de Pós-graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>67</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382017000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382017000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382017000100067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: o uso de um tamanho e de uma disposi&#231;&#227;o adequada de uma figura de comunica&#231;&#227;o alternativa tem sido d&#250;vida frequente entre os professores e profissionais especializados que lidam com crian&#231;as com paralisia cerebral. Este estudo, portanto, teve como intuito verificar a opini&#227;o de profissionais que trabalham com comunica&#231;&#227;o alternativa em rela&#231;&#227;o &#224; adequa&#231;&#227;o do tamanho e disposi&#231;&#227;o de figuras de comunica&#231;&#227;o para crian&#231;as com paralisia cerebral. Para tanto, participaram seis profissionais com experi&#234;ncia em comunica&#231;&#227;o alternativa. Foi realizada uma entrevista semiestruturada. Os dados foram analisados por meio da an&#225;lise de conte&#250;do. Foram identificadas tr&#234;s categorias e 11 subcategorias. A pesquisa permitiu identificar que n&#227;o existe um tamanho padr&#227;o de figuras utilizadas na comunica&#231;&#227;o alternativa; a sele&#231;&#227;o do tamanho ideal das figuras e da melhor disposi&#231;&#227;o &#233; realizada por tentativa e erro e os participantes n&#227;o conhecem um instrumento ou protocolo para esse fim; durante sele&#231;&#227;o do tamanho ideal de figura, s&#227;o utilizados tr&#234;s tamanhos: pequeno, m&#233;dio e grande; a melhor posi&#231;&#227;o e a mais comumente utilizada &#233; a central, na mesma ou um pouco acima da linha dos olhos; a pior posi&#231;&#227;o e a menos usada &#233; abaixo da linha dos olhos; a disposi&#231;&#227;o das figuras na horizontal &#233; a mais comumente usada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The use of adequate size and position of the alternative communication picture has been a frequent doubt among teachers and specialized professionals who work with children with cerebral palsy. This study therefore aimed to verify the opinion of professionals working with alternative communication regarding the adequacy of the size and layout of communication pictures for children with cerebral palsy. Six expert professionals in alternative communication participated in this study. A semi-structured interview was conducted. Data were analyzed using content analysis. Three categories and 11 subcategories were identified. The research identified that there is no standard size for pictures used in alternative communication; the selection of the ideal size of the pictures and the best layout are carried out by trial and error and there is no instrument or protocol for this purpose; to select the ideal size for the picture, three sizes are used: small, medium and large; the best position and the most commonly used is the center, in the same or above the eyes line; the worst position and the least used is below the eyes line; the horizontal arrangement of pictures is the most commonly used.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Paralisia Cerebral]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Assistiva]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Cerebral Palsy]]></kwd>
<kwd lng="en"><![CDATA[Assistive Technology]]></kwd>
</kwd-group>
</article-meta>
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