INCLUSÃO DE CRIANÇAS EM EDUCAÇÃO PRÉ-ESCOLAR REGULAR UTILIZANDO COMUNICAÇÃO SUPLEMENTAR E ALTERNATIVA
INCLUDING CHILDREN USING AUGMENTATIVE AND ALTERNATIVE COMMUNICATION IN ORDINARY PRESCHOOLS
Stephen von TETZCHNER; Kari Merete BREKKE; Bente SJOTHUN; Elisabeth GRINDHEIM
ABSTRACT: many children who use alternative means of communication are educationally segregated even if there is no evidence that segregated educational settings will promote their communication and language development better than nonsegregated settings. The potential positive effects of being part of inclusive setting are not yet fully described but recent theoretical explanations of language development suggest that the communication and language development of children who use manual and graphic communication may be better scaffolded in inclusive than in segregated preschool settings provided the communicative practices of the adults and the peers are sufficiently adapted to the abilities and limitations of the children developing and facilitate child-child interactions and enculturation. The examples presented illustrate how inclusive practices may be used to promote alternative language development in children with different abilities and limitations, suggest several ways in which peers may interact with children who develop alternative means of communication, including situations involving ordinary child conflicts, and indicate reasons why inclusive settings may be beneficial for many children developing alternative communication.
KEYWORDS: augmentative and alternative communication; language development; inclusion; preschool; peer competence; child-child interaction.
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