A comunicação aumentativa e alternativa para o desenvolvimento da linguagem da criança na educação infantil

Abstract

In Brazil, early childhood education was only recognized as a right and a stage of basic education with the 1988 Federal Constitution and the 1996 National Education Guidelines and Bases Law, respectively. Therefore, this level of education aims for the child's comprehensive development, including language development, which occurs through social interaction, although it also depends on biological factors. However, despite also being biological, some people, due to congenital factors, such as Autism Spectrum Disorder, or acquired factors, such as stroke, may not use oral communication as a means of communication. This necessitates the adoption of tools and strategies for the comprehensive development of this population, identified as people with Complex Communication Needs (CCN). Augmentative and Alternative Communication (AAC) is intended for these individuals who, for some reason, do not have intelligible speech or writing, requiring tools, such as a communication board, that can supplement or serve as an alternative to verbal communication, either temporarily or permanently. Therefore, when diagnosed with a global developmental disability or disorder, children with NCC are entitled to Specialized Educational Services, which should provide resources and strategies that reduce communication barriers and promote learning and autonomy for children using AAC. Thus, the general objective of this research is to analyze Augmentative and Alternative Communication resources and strategies used in Early Childhood Education as a form of intervention for the language development of children with complex communication needs. The specific objectives are to identify which AAC strategies and resources are being adopted in Early Childhood Education, as well as to propose strategies for the language development of children with complex communication needs. Methodologically, the method adopted was open participant observation and an exploratory qualitative approach. The research site was a Municipal Early Childhood Education Center in the municipality of João Pessoa, where 16 children from preschool I and II, four caregivers, three teachers, and one Specialized Educational Service teacher were observed between November 2022 and May 2023. Field diary records from a Scientific Initiation Project (2022-2023) were used, which were reinterpreted. The results reveal that few professionals are familiar with AAC and that its instruments aid in the learning, in addition to communication, of children with NCC. The AEE teacher was the only one who focused on strategies for the language development of these children. Therefore, the use of children's literature is recommended as a strategy, working with one book per week, highlighting words and reinforcing their social use in the school environment. These should be presented through oral language, images, and pictograms, allowing recognition and appropriate use on the communication board. The conclusion is that AAC promotes communication, learning, and autonomy in children with NCC. However, lack of knowledge among education professionals and resources hinder the inclusion of AAC in the school environment and language development in early childhood education.