Descrição de pesquisas sobre comunicação aumentativa e alternativa para o processo de ensino-aprendizagem na educação infantil

Abstract

Augmentative and Alternative Communication is one of the areas of Assistive Technology that is specifically intended to expand communication skills and assists subjects who have complex communication needs, that is, when verbal speech is limited or non-existent. Its main objective is to guarantee everyone the right to communication, and it is an area of language that can be implemented with children, young people, adults and the elderly in different contexts. Children with complex communication needs in Early Childhood Education need to develop their cognitive, motor, receptive and expressive language skills, and social interaction. Therefore, they need to have access to communicative interactions so that they can develop these skills. It is essential that teachers know the teaching programs, systems, resources and strategies that they can use with their students in order to promote communication between everyone. This work is the result of bibliographical research, with a qualitative and descriptive approach. In which a search for articles was carried out in the SciELO Database, Redalyc and the Taylor and Francis Online Library, with the aim of describing teaching programs, strategies, systems and resources for Augmentative and Alternative Communication, evidenced in scientific articles, for the teaching-learning process in Early Childhood Education. 30 articles were found that dealt with the topic in the context of Early Childhood Education and for the description of the research, they were divided into categories. The findings suggest that the use of Augmentative and Alternative Communication in Early Childhood Education improves the learning of children with complex communication needs. In addition to indicating that the choice of the type of resource depends on the needs, characteristics and abilities of each child, that is, it must be adapted to the routine and their communicative needs. The results also showed that schools must provide adequate environments that meet children's demands and educators need to consider the use of vocabularies, resources, strategies, methods and applications of Augmentative and Alternative Communication in their educational practices, so that interaction and participation of children with complex communication needs in their learning process.