<?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>S1413-65382021000100405</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702021v27e0212</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Comunicação Alternativa para Alunos com Autismo na Escola: uma Revisão da Literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Alternative Communication for Students with Autism at School: a Literature Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[Débora Regina de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BARBOSA]]></surname>
<given-names><![CDATA[João Paulo da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[Leila Regina de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte (UFRN) Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382021000100405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382021000100405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382021000100405&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Estudos meta-analíticos e descritivos conduzidos nas últimas décadas têm demonstrado a efetividade da Comunicação Alternativa e Ampliada (CAA) para pessoas com Transtorno do Espectro Autista (TEA). A maior parte dessas investigações tem focado, contudo, na efetividade clínica da CAA sem atentar para os aspectos pragmáticos da comunicação assistida em contextos não estruturados, como a escola. O objetivo desta investigação foi ampliar, por meio de uma revisão integrativa da literatura, o acervo de pesquisas tratadas em revisões anteriores e, assim, analisar os contextos em que a CAA foi utilizada com educandos com TEA na escola regular. Para isso, foi realizada uma busca no portal de periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e no catálogo eletrônico de teses e dissertações dessa mesma agência com termos previamente definidos. As oito pesquisas encontradas, publicadas entre 2015 e 2018, incluíram participantes entre 3 e 12 anos de idade que utilizavam sistemas assistidos de comunicação, sendo predominantes as pranchas/álbuns de CAA ou pictogramas avulsos. Todos os estudos foram conduzidos na sala de aula regular e/ou nas Salas de Recursos Multifuncionais, mas dois deles incluíram o ambiente domiciliar. A despeito do uso da CAA em contextos naturais envolver interlocutores conhecidos, foram identificadas lacunas em aspectos pragmáticos da comunicação dos educandos. Observou-se a predominância da comunicação imperativa, a qual focava primordialmente nos comportamentos pragmáticos de solicitação. Embora limitações tenham sido identificadas, os estudos revelaram resultados positivos sobre o uso da CAA para alunos com TEA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Meta-analytical and descriptive studies conducted in recent decades have demonstrated the effectiveness of Augmentative and Alternative Communication (AAC) for people with Autism Spectrum Disorders (ASD). Most of these investigations have focused, however, on the clinical effectiveness of AAC without considering pragmatic aspects of assisted communication in unstructured contexts, such as schools. Te aim of this investigation was to expand, through an integrative literature review, the current body of research, analyzing the contexts where AAC was used with students with ASD in regular schools. In this sense, a search was carried out on the Coordination for the Improvement of Higher Education Personnel (CAPES) journals portal and on the electronic catalog of theses and dissertations of this same agency with previously defined terms Te eight studies found, published between 2015 and 2018, included participants between 3 and 12 years of age who used assisted communication systems, primarily AAC boards and picture cards. All studies were conducted in the regular classroom and / or Multifunctional Resource Rooms, but two included the home environment. Despite the use of AAC in natural contexts, involving known interlocutors, gaps were identified in pragmatic aspects of student communication. Tere was a predominance of imperative communication, focusing primarily on pragmatic solicitation behaviors. Despite the limitations identified, the studies revealed positive results on the use of AAC for students with ASD.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Comunicação Alternativa]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do Espectro Autista]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem pragmática]]></kwd>
<kwd lng="en"><![CDATA[Augmentative and Alternative Communication]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[Pragmatic Language]]></kwd>
</kwd-group>
</article-meta>
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