Literacy with open resources of alternative communication based on innovative methods and technologies applied to children with surgery and tea: a review

doi.org/10.29327/217514.7.1-31

Abstract

         Introduction: Despite the expansion and offer of access for people with disabilities in regular education, literacy and literacy levels are still not very satisfactory, so how can we enhance the literacy of children with disabilities? Objective: The objective of the present study was to analyze how the process of literacy with open resources of alternative communication happens based on innovative methods and technologies applied to children with deafblindness and ASD. Materials and Methods: For this, a literature survey was carried out in March 2020, in the CAPES and Google Scholar Periodical databases. The descriptors used were as follows: ‘’Inclusive Education” AND ‘’Deafblindness” AND ‘’Alternative Communication” AND ‘’Special Education in the Inclusive Perspective” AND ‘’TEA” and ‘’Inclusive Education” AND ‘’Deafblindness” AND ‘’Alternative Communication” AND ‘’Special Education in An Inclusive Perspective” AND ‘’TEA” in both databases. Results: Six articles were selected, dealing with the literacy of children with disabilities, their modes of communication, the resources used in the school routine, how to help parents, how to map this student body, as well as the challenges that permeate the teacher's practice. Conclusion: The process of literacy of children with deafblindness and ASD, occurs from the use of alternative communication which consists of the use of the Picture Exchange Communication System (PECs) which translated is the Communication System by Image Exchange, as well as materials adapted.