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USING AUGMENTATIVE AND ALTERNATIVE COMMUNICATION FOR STUDENTS WITH AUTISM IN REGULAR SCHOOL

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The research aim is to analyze the communicative interactions of a student with Autism Spectrum Disorder (ASD) in the regular classroom, checking the effects of using an alternative communication system called Adapted-PECS. Participated in this study a student with ASD, one teacher’s regular class of and an educational mediator. It was conducted in a regular classroom in ten sessions, including base line an intervention, as well as three training meetings with the teacher and mediator. The results showed a greater communicative interaction of the student with the mediator in the intervention phase, since the teacher significantly decreased attention to student, not addressing attention to him. The student initiates the use of the AAC in the classroom, expanding the ability to communicate with their peers at school.
It was concluded that the difficulties in communication is one of the factors that undermine the effectiveness of the inclusion of students with ASD. Thus other gaps still need to be reviewed by the pedagogical practice to ensure full access for persons with disabilities in the school context.

Author(s):

Claudia Togashi    
SME/RJ
Brazil

Cátia Walter    
UERJ
Brazil

 

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