Tecnologia assistiva (TA) por meio de comunicação aumentativa e alternativa (CAA) no ensino médio gaúcho para estudantes com deficiência e comunicação não - verbal

Abstract

The research seeks to answer: “How is Assistive Technology (AT) through Augmentative and Alternative Communication (AAC) being used to collaborate/minimize/overcome learning barriers for high school students with disabilities and non-verbal communication in Rio Grande do Sul?” Based on this question, the study aims to investigate and analyze the use of AT through AAC in this context, exploring how it has been applied as a factor of equity and inclusion for students with non-verbal communication. AT is an interdisciplinary field encompassing products, resources, methodologies, strategies, practices, and services, promoting functionality related to activity and participation for people with disabilities, reduced mobility, or limitations, aiming for autonomy, independence, quality of life, and social inclusion. AAC is an AT strategy that ensures communication autonomy in various contexts and access to pedagogical content, enabling learning for individuals with disabilities, especially those who do not communicate verbally. The research adopts a mixed-methods approach, with data produced during teacher training and uses a survey to map data on AT and AAC use in Basic Education in Rio Grande do Sul, with SEDUC, DEMAE, and CEBE. The study is a pedagogical intervention-type research, allowing the development of a teacher training course in extension format (40 hours), including audience diagnosis, planning and execution of formative sessions, and results evaluation; it was conducted online with support from the Foundation for the Articulation and Development of Public Policies for People with Disabilities and People with High Abilities (FADERS) and the Bageense Association of People with Disabilities (ABADEF). Content analysis is the employed analytical method, organizing qualitative data for description and analysis based on the theoretical framework. Results reveal the number of enrolled students with disabilities and non-verbal communication in high schools in Rio Grande do Sul. Feedback from participants shows that most had no prior training in this area or classroom experience with these strategies, indicating high satisfaction, enhanced pedagogical decision-making, and improved communication with colleagues, families, and users. Findings highlight the importance of teacher training, especially in AT and AAC, to promote effective participation, learning, and inclusion for people with disabilities, as well as the need for accessible pedagogical materials and urgent implementation of these practice