| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 9.55 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O indivíduo apresenta uma forma de se integrar na sociedade e no mundo que o rodeia, comunicando. Desde muito cedo que as crianças interagem umas com as outras, percebendo assim os significados das palavras, dos gestos, dos comportamentos e até dos objetos, apropriando-se de conceitos e conhecimentos. Nas crianças com compromissos a nível da comunicação, como é o caso das crianças com Perturbação do Espectro do Autismo (PEA), as interações com adultos e pares tornam-se mais restritas e condicionadas, podendo afetar o seu desenvolvimento cognitivo, emocional e social. Assim, proporcionar meios e recursos a estas crianças, para se exprimirem da melhor forma, e assim melhorar a sua qualidade de vida, autonomia e autoestima é crucial. Trata-se, também, de uma dar uma resposta específica e distinta aos indivíduos que ostentam alguma perturbação ao nível da comunicação, nomeadamente os que apresentam PEA. Paralelamente, a carência de materiais e recursos adaptados a crianças com perturbações da comunicação, nomeadamente livros adaptados com o recurso ao Sistemas de Comunicação Aumentativa e Alternativa (SAAC), é ainda uma realidade. Esta investigação centra-se na construção de um recurso pedagógico, um livro de literatura para a infância: “O passeio da Dona Rosa", adaptado com o Sistema Pictográfico ARASAAC e na sua posterior aplicação junto de uma criança com PEA. É objetivo deste trabalho de investigação analisar se este recurso é vantajoso na promoção do desenvolvimento de competências comunicativas em crianças com PEA, quando comparado com a mesma obra, mas utilizado na versão original. Conclui-se que este livro adaptado, com recurso ao Sistemas de Comunicação Aumentativa e Alternativa (SAAC), pode promover a inclusão das crianças com PEA em relação ao livro na sua versão original.
The individual presents a way to integrate into society and the world around him, communicating. From a very early age, children interact with each other, thus perceiving the meanings of words, gestures, behaviors and even objects, appropriating concepts, and knowledge. In children with communication commitments, such as children with Autism Spectrum Disorder (ASD), interactions with adults and peers become more restricted and conditioned, which can affect their cognitive, emotional and social development. Thus, providing means and resources for these children to express themselves in the best way, and thus improve their quality of life, autonomy and self-esteem is crucial. It is also about giving a specific and distinct response to individuals who have some communication disorder, namely those with ASD. At the same time, the lack of materials and resources adapted to children with communication disorders, namely books adapted using the Augmentative and Alternative Communication Systems (SAAC), is still a reality. This investigation focuses on the construction of a pedagogical resource, a book of literature for children: "O Passeio da Dona Rosa", adapted with Pictographic Symbols ARASAAC and its subsequent application with a child with ASD. The objective of this research work is to analyze whether this resource is advantageous in promoting the development of communicative skills in children with ASD, when compared with the same work, but used in the original version. It is concluded that this adapted book, using the Augmentative and Alternative Communication Systems (SAAC), can promote the inclusion of children with ASD in relation to the book in its original version.
The individual presents a way to integrate into society and the world around him, communicating. From a very early age, children interact with each other, thus perceiving the meanings of words, gestures, behaviors and even objects, appropriating concepts, and knowledge. In children with communication commitments, such as children with Autism Spectrum Disorder (ASD), interactions with adults and peers become more restricted and conditioned, which can affect their cognitive, emotional and social development. Thus, providing means and resources for these children to express themselves in the best way, and thus improve their quality of life, autonomy and self-esteem is crucial. It is also about giving a specific and distinct response to individuals who have some communication disorder, namely those with ASD. At the same time, the lack of materials and resources adapted to children with communication disorders, namely books adapted using the Augmentative and Alternative Communication Systems (SAAC), is still a reality. This investigation focuses on the construction of a pedagogical resource, a book of literature for children: "O Passeio da Dona Rosa", adapted with Pictographic Symbols ARASAAC and its subsequent application with a child with ASD. The objective of this research work is to analyze whether this resource is advantageous in promoting the development of communicative skills in children with ASD, when compared with the same work, but used in the original version. It is concluded that this adapted book, using the Augmentative and Alternative Communication Systems (SAAC), can promote the inclusion of children with ASD in relation to the book in its original version.
Description
Keywords
Sistemas de Comunicação Aumentativa e Alternativa Perturbação do Espetro do Autismo Livro Adaptado Leitura Inclusiva Augmentative and Alternative Communication Systems Disturbance of the Autism Spectrum Inclusive Reading Adapted Book