Resgate de Metodologias no Auxílio dos Processos de Comunicação em Crianças com TEA Não Verbal
Abstract
Palavras-chave: TEA; comunicação; Oralidade; Tadoma; Inclusão;
This work proposes the discussion about the use of instruments and pedagogical interventions with a view to the qualitative inclusion of students with Autism Spectrum Disorder (ASD) in the school environment. In this sense, the present research presents a report of teaching practice, through the proposition and application of a vibrational stage of the Tadoma Methodology in a student with TEA-nonverbal, for their socio-cognitive development, concomitant with the better enjoyment of the communication process. The theoretical references of this research are: Bereohff (1994); De Oliveira, De Paula, (2018) on TEA and Gadotti (1998) on teaching-learning. The objective of this work is to stimulate the discussion about the use of a stage of the Tadoma Methodology for the development of the communication and socialization process of the students with ASD-non-verbal, also promoting a teacher mediation, regarding the pedagogical conditions necessary for that the student experiences an Inclusive Education experience.
Keywords: TEA; Communication; Orality; Tadoma; Inclusion
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