NDLI: Formação de professores em comunicação alternativa para crianças com TEA: contextos em ação

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Formação de professores em comunicação alternativa para crianças com TEA: contextos em ação

Content Provider	Semantic Scholar
Author	Passerino, Liliana Maria Bez, Maria Rosângela Vicari, Rosa María
Copyright Year	2013
Abstract	This article presents an excerpt of the research project SCALA (Alternative Communication System for Literacy of Children with Autism). Herein, we focus on teacher education of professionals working with nonverbal Autism Spectrum Disorder (ASD) subjects so as to foster their sociocognitive development. From an overall view of the field of Alternative Communication, we discuss its insertion and usage for educational purposes with subjects with ASD. Specific teacher education aspects are addressed considering the current government policy on teacher education programs. Then, we propose a socio-historical and cultural approach to such process from action contexts aiming at the reorganization of the relations of subjects with ASD with the world, and not simply the expansion, complementation or supplementation of the communication functionalities of nonverbal subjects with ASD. Finally, from the presented panorama, we show some outcomes research from TEIAS (Technology in Education for Inclusion and Learning in Society) research group on the scope of SCALA project. We analyze two teacher education proposals developed from an integrative view of three interrelated movements: problematization as pedagogical action; thought into action, and critical analysis as reflexive action.
Starting Page	619
Ending Page	638
Page Count	20
File Format	PDF HTM / HTML
DOI	10.5902/1984686X10475
Volume Number	26
Alternate Webpage(s)	https://periodicos.ufsm.br/educacaoespecial/article/download/10475/pdf
Alternate Webpage(s)	https://doi.org/10.5902/1984686X10475
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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