Banca de DEFESA: ROZEJANE DOMINGOS DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ROZEJANE DOMINGOS DA SILVA
DATE: 23/07/2025
TIME: 09:00
LOCAL: https://meet.google.com/eed-emjz-ntt
TITLE:

Effects of augmentative and alternative communication components on storytelling for all children

KEY WORDS:

Special Education; Storytelling; Adapted Books; Mediation; Augmentative and Alternative Communication.

PAGES: 65
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

One of the possibilities for developing language and communication skills, more specifically in early childhood education, is through storytelling. Storytelling comes first, as a way of introducing children to reading. Children's books should be exposed to them even before they start reading. This approach to books, even if it is just to read the images, contributes to the development of future readers. However, reading is not accessible to everyone, especially when we refer to children who are part of the special education public, in this case, targeting children with disabilities and Complex Communication Needs (CCN). Therefore, it is essential that it be available in multiple formats, including books adapted with Augmentative and Alternative Communication (AAC). The production and insertion of these resources can contribute to the participation of children with disabilities and/or Complex Communication Needs (CCN), being an alternative means for them to communicate or express themselves through storytelling. The elaboration of an accessible book is carried out in stages, and it is necessary to take into account the target audience; what is the level of the class to which it belongs; the subject being worked on by the teacher and the age group. The objective of the research was to analyze, through a single-subject design of the A-B-A-B type, with replication in four participants. In the design used, condition A corresponded to storytelling with the use of Augmentative and Alternative Communication (AAC), while condition B involved storytelling without the use of AAC. The objective was to compare the effects of each approach on the participation of children during the storytelling activity, alternating between the two conditions throughout the experiment. Four children from Early Childhood Education were selected: two children with typical development and two with disabilities. The children participated in a storytelling program conducted by a teacher with knowledge in the area of augmentative and alternative communication. The footage of the four stories told to each child individually is currently being transcribed. After the transcription of the videos and quantitative analysis of the established dependent variables, the results will be presented with discussions.

COMMITTEE MEMBERS:
Presidente - ***.755.868-** - DEBORA DELIBERATO - UNESP
Interna - 1545096 - DEBORA REGINA DE PAULA NUNES
Interna - 1717416 - JACYENE MELO DE OLIVEIRA ARAUJO
Externo à Instituição - AILA N. D. C. ROCHA