Resumen de Contributos para a intervenção Contributo dos Sistemas Aumentativos e Alternativos para a promoção da comunicação em crianças com Paralisia Cerebral: Intervenção e estudo de um caso

Maria da Luz Gomes Martins de Almeida, Joao Luis Pimentel Vaz

• English

  The communication is of great importance throughout the child's development process and the ability to communicate clearly, fundamental to all future developments. However, this capacity becomes compromised very early in children with severe physical disabilities, such as cerebral palsy.

  Under these circumstances, children tend to adopt a passive stance, limiting their interest, their curiosity, and thus limiting their relationship with others. Therefore, their learning processes and the development conditions become more difficult, demanding conditions and extra resources to bridge their disadvantage.

  In this article we present the results of an intervention project focused on stimulating the communication skills of a student with cerebral palsy who had almost articulation disability resulting from a severe anarthria. The work focused on the development of communication skills of this child, based on the expansion and training in the use of a communication table using graphic symbols of Bliss and SPC systems.

  The continuous pedagogical work using this feature with the child in the study proved to be effective. In fact, it led to an increase in knowledge of the language in the various aspects evaluated, and improved the quality of its use in real situations.

  The communication is of great importance throughout the child's development process and the ability to communicate clearly, fundamental to all future developments. However, this capacity becomes compromised very early in children with severe physical disabilities, such as cerebral palsy.

  Under these circumstances, children tend to adopt a passive stance, limiting their interest, their curiosity, and thus limiting their relationship with others. Therefore, their learning processes and the development conditions become more difficult, demanding conditions and extra resources to bridge their disadvantage.

  In this article we present the results of an intervention project focused on stimulating the communication skills of a student with cerebral palsy who had almost articulation disability resulting from a severe anarthria. The work focused on the development of communication skills of this child, based on the expansion and training in the use of a communication table using graphic symbols of Bliss and SPC systems.

  The continuous pedagogical work using this feature with the child in the study proved to be effective. In fact, it led to an increase in knowledge of the language in the various aspects evaluated, and improved the quality of its use in real situations.

• português

  iança, sendo a faculdade de comunicar com clareza, fundamental para toda a sua evolução futura.

  No entanto, esta competência encontra-se desde muito cedo alterada em crianças com deficiência motora grave, como é o caso da paralisia cerebral. Nestas circunstâncias, as crianças tendem a adotar uma postura passiva, limitando o seu interesse, a sua curiosidade e condicionando a sua relação com os outros. Deste modo, os seus processos de aprendizagem e as condições de desenvolvimento tornam-se mais difíceis, exigindo condições e recursos extra para colmatar a situação de desvantagem em que se encontram.

  Neste artigo iremos apresentar o resultado de um projeto de intervenção centrado na estimulação das competências comunicativas de uma aluna com paralisia cerebral que apresentava uma quase incapacidade articulatória, resultante de uma grave anartria. O trabalho realizado focou-se do desenvolvimento das capacidades comunicativas desta criança, recorrendo à expansão e treino no uso de uma tabela de comunicação assente em símbolos gráficos dos sistemas SPC e Bliss.

  O trabalho pedagógico continuado com a utilização desse recurso junto da criança em estudo revelou-se eficaz, havendo-a conduzido a um aumento no conhecimento da língua nas várias vertentes avaliadas e à melhoria da qualidade do seu uso em contexto real de interação.