Banca de QUALIFICAÇÃO: NIEDJA MARQUES DE SOUZA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : NIEDJA MARQUES DE SOUZA
DATE: 24/03/2026
TIME: 14:00
LOCAL: centro de educação
TITLE:

Training of Education Professionals in the Use of Augmentative and Alternative Communication for Students with Autism: Development of an Informational Guidebook

KEY WORDS:

Augmentative and Alternative Communication; Autism Spectrum Disorder; Teacher Training; School Inclusion

PAGES: 60
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

The literature has highlighted Augmentative and Alternative Communication (AAC) as a key resource for promoting school participation among students with Autism Spectrum Disorder (ASD) and Complex Communication Needs (CCN). However, important gaps remain, particularly regarding the initial and continuing education of teachers, the systematic integration of AAC into school routines, and the connection between theory and practice in inclusive settings. In response to these gaps, this study aimed to evaluate the effects of an AAC training program for public school professionals in Natal, Brazil, focusing on the incorporation of AAC resources into the daily routines of students with ASD and CCN. Specifically, the study examined: (a) changes in the frequency of AAC use by professionals; (b) possible improvements in students’ communicative skills; and (c) the development of an informational guidebook as a pedagogical product. Grounded in an action research approach, the study was organized into three stages: an initial diagnostic phase using a structured questionnaire and semi-structured interviews; a training course combining online and in-person sessions with theoretical and practical activities involving low- and high-tech AAC resources; and a post-training evaluation through questionnaire reapplication, video-recorded classroom observations, and comparison of AAC use before and after the intervention. Participants included ten education professionals (four interns, four classroom teachers, and two special education teachers) and four children with ASD and CCN aged 5 to 11. Data analysis integrated qualitative and quantitative methods. Preliminary findings indicated that, prior to the training, professionals experienced significant difficulties in communicating with nonverbal students, demonstrated limited knowledge about ASD, and reported little or unsystematic use of AAC.

COMMITTEE MEMBERS:
Interna - 3144003 - GESSICA FABIELY FONSECA
Interna - 1805071 - MARIA DE JESUS GONCALVES
Externo à Instituição - AILA N. D. C. ROCHA