Formação de professores: um treino informatizado em comunicação alternativa para professores da rede pública de ensino de Maceió

Abstract

Discussing Special Education in Brazil is still quite delicate, especially when it comes to school inclusion. There are numerous discussions that go through legislation, theories, and practices, as well as many debates and perspectives that revolve around the process of including students with Autism Spectrum Disorder (ASD). The present research aimed to present basic concepts of Augmentative and Alternative Communication (AAC) to teachers working with children and students with ASD enrolled in public schools in the city of Maceió, state of Alagoas. To achieve the goal of this research, two studies were conducted. The first one concerns a bibliographic research that adopted, as a methodological procedure, the Systematic Literature Review (SLR) with the objective of verifying in the state of the art, which techniques and methodologies are being used for teacher training in AAC for use with people with ASD and what are the proposals for continuous teacher training in the scope of teaching technologies. In the search, databases such as Scopus, ERIC, Web of Science, Sage Journals, Science@Direct, and Google Scholar were used, resulting in twelve (12) studies. It verified the use of teaching procedures such as: role-play, videos, modeling, feedback, among others. The second study refers to an intervention through training based on video instruction and video modeling in an online modality, with the objective of verifying computerized training with ensures learning of the basic knowledge of a picture exchange communication system. A single-subject A-B desing was used, having as an independent variable the training through the teaching package, and as a dependent variable, learning represented by the percentage of questions answered correctly according to the defined criterion.Nineteen volunteers participated in the training, who presented between 0.0% and 74% in baseline measures. After training and attempts in the modules, participants reached between 73.8% to 98.4% achievement in the general review (post-test). The data obtained suggest that computerized training can be used to train and assist professionals in their practice more quickly, effectively, and at low cost.It is recommended to improve this form of intervention, with a view to expanding intervention to larger portions of the population.