Contribuições da comunicação aumentativa e alternativa para o desenvolvimento da leitura e da escrita de alunos com deficiência

Abstract

With the consolidation of an educational proposal based on the appreciation of diversity as an inherent trait of the human condition, schools are increasingly welcoming students with disabilities who were previously excluded or segregated. This inclusion demands changes in how schools are organized and how teaching is carried out. Research points to challenges at all levels of education. In elementary education, one of the most significant challenges is literacy. This study aimed to understand how Augmentative and Alternative Communication (AAC) can support the development of reading and writing skills in students with disabilities. It is a qualitative study that adopts a collaborative-critical action research methodology. The research was conducted in a public mainstream school, in a Multifunctional Resource Room, where weekly sessions were held over a period of seven (7) months. Group sessions were conducted with students receiving Specialized Educational Assistance, focusing on reading and writing development through the use of Assistive Technology materials, especially AAC. For documentation purposes, field diaries were the main data collection tool, supplemented by descriptive-analytical reports. Key findings include: Specialized Educational Assistance needs to be structured in a way that systematizes activities and promotes student engagement; pedagogical strategies must be tailored to the content and the individual needs of each student; appropriate planning and the use of varied group-based dynamics significantly enhance literacy outcomes; mediation is a determining factor in the learning process; collaborative dynamics foster cooperation among participants; peer collaboration enhances learning and helps overcome challenges; the use of different learning pathways (Dual Route Model) contributes to overcoming stigmas and increasing student engagement; AAC proved to be effective in supporting the development of reading and writing by promoting active participation, enhancing text comprehension, sparking interest in writing, and facilitating peer collaboration and the construction of more accessible and meaningful pedagogical practices; collaborative work was effective in addressing the challenges of including students with disabilities. Ultimately, it is believed that through confronting difficulties and acquiring knowledge, students with disabilities establish a sense of belonging and actively participate in building a more inclusive school.