Contribuições da comunicação alternativa para o processo de inclusão escolar de crianças com Transtorno do Espectro Autista

Abstract

Discussing possibilities and resources that allow the enlargement of knowledge as allies in the inclusion of people with any special educational need appears extremely relevant in order to surpass barreirs. The present work aims to discuss the contributions of Alternative Comunication for the academic inclusion of kids with the autism spectrum disorder. In order to do that, we made a bibliographic research, using the Brasilian Conference of Alternative Comunication proceedings as source. From this, nine papers alligned with the goal of the research were selected, in portuguese, considering the last two editions of the event, VII and VIII, that happened in 2017 and 2019, respectively. Discussions of researchers specialized in the area of the Alternative Comunication were added to this reserch, and to expand the topic to the school context and the skills development of the kids with the autism spectrum disorder, the perspectives and the importante conditions to significant learning during childhood were discussed, supported by the historical-cultural theory defended by the author Vygotsky. The results showed that the Alternative Comunication contributed widely for the evolution of the comunication of the kids with the autism spectrum disorder who showed shortcomings in functional speach and therefore, to the evolution of social interaction and participation in academic activities. Such factors reflect directly in these children cognitive development, once during the childhood development phase, interaction is an important factor to their process of aquisition of knowledge and skills.