Training for school caregivers on augmentative and alternative communication

Abstract

the caregiver acts as a collaborator for inclusion in the school environment
by contributing with their care services in hygiene, locomotion and
food, among other aspects aimed at students with disabilities, including those
with complex communication needs, who may or may not use Augmentative
and Alternative Communication (AAC). The objective of this research, which
consists of reporting the collaborative and distance elaboration procedures
of a training content in video format for the training of school caregivers on
aspects related to language, language and communication, as well as AAC
aimed at school attendance. The methodological path was configured in
three quantitative and qualitative studies of a descriptive and developmental
nature from the theoretical perspective of Inclusive Education and Historical-
-Cultural Psychology. The training content in video format produced at a
distance and collaboratively between researchers and specialists in the areas
of knowledge have proven to contribute to expanding the knowledge of school
caregivers about the theme language, language, communication and AAC.
Caregivers demonstrated understanding that communication is not effective
only through speech and encouraged communication and the use of AAC at school. They expressed interest in the themes worked on, which can be
seen from the examples of the participants’ speeches, expressing connections
between the contents addressed and their daily activities. It is concluded that
training in a hybrid model with the use of instructional videos was configured
as an adequate resource to work on communication and AAC themes.