A comunicação aumentativa e alternativa no processo comunicativo de estudantes autistas no ensino regular

Abstract

Thinking about inclusive education means reflecting on ways to address all students, considering their diverse specificities. This study focuses on the application of Augmentative and Alternative Communication (AAC) in the educational context, targeting students with Autism Spectrum Disorder (ASD). The general objective is to understand the contributions of a guiding manual for teacher training in the use of AAC as a pedagogical tool, aiming to promote inclusion and the development of communicative skills among these students in regular education. The research is qualitative in nature, exploratory and descriptive, based on the action research methodology, which enables practical and collaborative interventions in the school environment. As an educational product, a guide was developed containing specific strategies for the implementation of AAC in the classroom. The results indicate potential for fostering greater communicative autonomy among students with ASD, increasing social interaction in the school environment, and strengthening teaching practices in inclusive settings. The research contributes to the development of pedagogical practices that meet the demands of inclusive education, offering effective support for both teachers and students.