Comunicação alternativa para uma criança com Síndrome de Down e Transtorno do Espectro Autista no contexto escolar

Abstract

Down Syndrome (DS) is a genetic disorder that can occur together with other diagnoses, such as Autism Spectrum Disorder (ASD), and that generates impacts on communication. In this regard, Augmentative and Alternative Communication (AAC) is a possible and viable intervention strategy, especially at school, an environment fundamental to child development. Therefore, the objective of this study is to describe an AAC proposal for a child with DS and ASD in the school context. This is a descriptive, longitudinal study, with a qualitative approach and a clinical case study type approved under No. 6,169,452. Visits were made to the child's school and home, and meetings were held with the teacher and the case team. The student presented limited communication skills, frequent use of gestures, low involvement in the school routine and resistance to the classroom. The pedagogical work was based on cooking and, thus, five resources were produced: food routine panels for the school and the student's home; binder with CAA boards, keychain with pictograms and book in CAA. The proposal described can generate benefits for the child and the development of their communication, considering that it is in communication that everyone can fully express themselves.