Banca de QUALIFICAÇÃO: ÉRICA FERNANDA PAIVA CURADO TRABUCO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ÉRICA FERNANDA PAIVA CURADO TRABUCO
DATE: 08/12/2025
TIME: 14:00
LOCAL: Sala de Reunião 01 - FE-03
TITLE:

Non-Speaking Autistic Students and Augmentative and Alternative Communication as an Inclusive Practice in Common Primary School Classes in the Federal District: A Case Study

KEY WORDS:

Inclusive Education; non-speaking autistic students; Augmentative and Alternative Communication; Assistive Technology; complex communication needs

PAGES: 77
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This Academic Master's Project in Education, developed within the Post-graduate Program in Education at the Faculty of Education, falls under the research line Education, Technologies, and Communication (ETEC) and employs a qualitative approach. The primary objective is to analyze Augmentative and Alternative Communication (AAC) as an inclusive strategy for non-speaking autistic students in inclusive common classes within the Elementary School of the Federal District's public school system. By choosing non-speaking autistic students as subjects, the research aims to comprehend the teaching-learning process in the common class and the specific demands of these students when mediated by Assistive Technology/AAC. The theoretical framework draws on authors such as Galvão Filho (2013), Berch (2015), Moran (2000), Behrens (2000), and relevant legal provisions (PNEEPEI /2008, Decree nº12.686/2025). A case study will be conducted with non-speaking autistic students who use AAC in the DF public network to verify the potential of AAC as an inclusive strategy. The first stage involves mapping classes to identify subjects and contexts. Data collection will encompass semi-structured individual interviews with the inclusive common class teacher, the student's family members, and the professional responsible for introducing AAC, as well as participant observation focused on the relationships mediated by AAC in the common class (between the AAC user student and their communication partners), including feedback from joint planning with the common class teacher. The expected results aim to demonstrate AAC's potential as a promoter of effective inclusion for non-speaking autistic students, thereby contributing to the learning of all students.

COMMITTEE MEMBERS:
Presidente - ***.386.801-** - AMARALINA MIRANDA DE SOUZA - UnB
Externa à Instituição - RENATA COSTA DE SA BONOTTO - UFRGS
Externa ao Programa - 1065949 - ROSANA AMARO - nullInterna - 2673303 - SINARA POLLOM ZARDO