Comunicação e o desenvolvimento da linguagem de estudantes com transtorno do espectro autista

Abstract

One of the impacts of Autism Spectrum Disorder (ASD) is on social communication and language development. This dissertation aims to investigate subsidies for the promotion of communication and language development of children with ASD, systematize them in a pedagogical notebook and verify their contribution to teacher training. This is a Translational Research in teaching, which sought to overcome academic limits, in a practical – theory – practice relationship, by developing the pedagogical booklet “Communication and Language in TEA: subsidies for pedagogical practice”, aimed at teacher training. A qualitative approach analysis of indicators and data was used. Two questionnaires were used for data collection, one to survey training demands and the other to evaluate the pedagogical notebook, and an instrument for validation by judges (6) of the evaluation questionnaire. Teachers with experience with students with ASD from the Ponta Grossa Municipal Education Network were invited to participate in the research. The sample consisted of 20 teachers and 15 of them evaluated the pedagogical notebook. The development of the pedagogical notebook stands out as the main product of the study, which was evaluated as excellent in the four categories of analysis. On a Likert scale from 1 to 5, it obtained an average of 4.7 for format and applicability and 4.8 for functionality and content. The results highlight that the translational research proved to be of great importance for the development of the educational product, the questions show that there is no method or strategy ready to be performed by the student with ASD, but methodological foundations/tools that can serve to build this organization practice, because each student is unique and that the initial teacher education does not support the teaching work in the classroom, with students with ASD, considering that outdatedness hinders the entire process of building language development and communication. The research made it possible, together with the sample and from the reference used, to identify methodological tools that can serve as a way to facilitate the development of language and communication of students with ASD in the school environment, indicated the use of collaborative teaching by the school team as a way to achieve the common goal of expanding the skills and potential of students with ASD.