CONTINUING TEACHER EDUCATION: IMPLEMENTING AUGMENTATIVE AND ALTERNATIVE COMMUNICATION FOR STUDENTS WITH ASD

Abstract

This study investigates the impact of continuous teacher professional development on the implementation of Augmentative and Alternative Communication (AAC), with an emphasis on the use of low-tech assistive resources, in the teaching and learning process of children with Autism Spectrum Disorder (ASD) in a municipal daycare center located in Macapá, Amapá, Brazil. The research adopts a qualitative approach, incorporating elements of action research, aiming to understand transformations in teachers’ pedagogical practices resulting from a systematic training process. Data analysis was conducted using the Jamovi software in conjunction with a Likert scale, enabling the measurement of teachers’ perceptions before and after the professional development program. The results reveal significant changes in teaching practices, highlighting increased confidence, technical-pedagogical knowledge, and intentionality in the use of AAC in educational contexts. Greater appreciation and diversification of low-tech assistive resources were also observed, with more frequent incorporation into inclusive pedagogical practices. It is concluded that continuous professional development is a central element in the effective implementation of inclusive education, demonstrating that low-cost assistive technologies contribute significantly to promoting autonomy, communication, and active participation of children with ASD in the school environment.