Enviar por email este artigo Boas práticas na implementação de Sistemas Aumentativos e Alternativos de Comunicação nas Unidades de Apoio Especializado para a educação de alunos com Multideficiência em Portugal continental: uma exigência por cumprir?
Resumo
Data de Submissão: 1-11-2017 Data de Aceitação: 20-12-2017
A investigação aqui apresentada teve como objetivo caracterizar a implementação de Sistemas Aumentativos e Alternativos de Comunicação (SAACs) junto dos indivíduos com Multideficiência integrados nas Unidades de Apoio Especializado (UAEs) de Portugal Continental, durante o ano letivo 2015-2016. Pretendeu-se ainda efetuar uma determinação qualitativa da frequência de ‘Boas Práticas’ inerentes ao uso de SAACs nessas mesmas UAEs e durante o mesmo período. Foi elaborado um questionário eletrónico destinado a um representante – docente em Educação Especial – de cada uma das 353 UAEs de Portugal Continental. A taxa de resposta foi de apenas 15% da amostra considerada para estudo. Os dados obtidos mostram que, durante o ano letivo 2015-2016, algumas UAEs não dispunham de SAACs para garantir a comunicação efetiva dos indivíduos com Multideficiência impossibilitados de falar. Os dados apontam ainda para lacunas ao nível da implementação de ‘Boas Práticas’ inerentes ao uso de SAACs, impondo-se a necessidade de investigação futura.
Best Practices in the provision of Augmentative and Alternative Communication Systems for students with Profound Intellectual and Multiple Disabilities in specialized education units in mainland Portugal: an unfulfilled need?
The present study aimed at a characterization of the implementation of Augmentative and Alternative Communication Systems (AACSs) for individuals with Profound Intellectual and Multiple Disabilities in Portuguese UAEs (“Unidades de Apoio Especializado para a Educação de Alunos com Multideficiência e Surdocegueira Congénita”), in the school year of 2015/2016. Also, it aimed at assessing the frequency of ‘Best Practices’ in the provision of AACs in these same UAEs. An electronic questionnaire has been created aimed at being filled by one special education teacher per UAE (total of UAEs: N=353). The questionnaire response rate was low: 15% of the sample here considered for analysis. Obtained data showed that, in the school year of 2015-2016, some UAEs, did not had AACSs available for individuals with PIMD, who could not use speech, to communicate effectively. Also, data pointed to some failures in the implementation of the Best Practices in the provision of AACSs, thus calling for additional research.
Multiple Disabilities in Portuguese UAEs , Augmentative and Alternative Communication Systems (AACSs),Best PracticesPalavras-chave
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DOI: http://dx.doi.org/10.17346/se.vol23.289
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