O atendimento em ambiente domiciliar de estudante com deficiência: a comunicação aumentativa e alternativa e as práticas pedagógicas

• Ano de defesa: 2022
• Autor(a) principal: Scarpatti, Sandra Adriana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Atendimento em ambiente domiciliar; Educação Especial; Educação Inclusiva; Perspectiva histórico-cultural; Comunicação aumentativa e alternativa; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/16002

Among the services modalities pointed out in the guidelines of the National Policy on Special Education fron the Perspective of Inclusive Education - PNEEPEI/2008 - consists the attendance in a home environment to assist a basic education student, resulting from a health problem that makes it impossible for the student to attend school, temporarily or permanently. Given this scenario, the research problem arises: What pedagogical practices are carried out with a student with severe, non-verbal, intellectual impairment, attended in a home environment? Its general objective is to know and analyze the pedagogical practice used by the teacher in the home environment of a student enrolled in elementary school final years, from the municipal school system of São Mateus/ES, with multiple disabilities, having as a methodological resource the Augmentative and Alternative Communication – AAC. The data collected at the time of the field research will take as a source of analysis of the contributions of Vygotsky in the field of defectology (2011) and the study of learning and development of people with disabilities. The observation of the pedagogical practices and the AAC occurred during the teacher's care in a home environment. In-depth readings from the historical-cultural perspective, especially the concepts of mediation, alternative paths, and socio-psychological compensation, proved to be potent ways to access the school curriculum by students with disabilities attended in a home environment, to provide continuity to the study, having the premise of guaranteeing equitable and inclusive educational rights.