SHARED STORYBOOK READING IN STUDENTS WITH CEREBRAL PALSY WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION

Authors

Keywords:

Shared reading, Cerebral palsy, Augmentative and Alternative Communication

Abstract

The purpose of this article is to analyze scaffolding strategies in shared storybook reading with students who have cerebral palsy and use Augmentative and Alternative Communication Systems (AACS). Based on the sociocultural theory of learning, the study emphasizes the importance of scaffolding in cognitive development. The background highlights the relevance of co-constructive narrative strategies for children with disabilities who use AACS. The research, conducted at a specialized education center in Uruguay, revealed the application of various scaffolding strategies, such as open-ended questions and written references, primarily aimed at low levels of semantic complexity. The findings support the premise that shared storybook reading can be an effective resource for promoting language development and literacy in these children. Additionally, the importance of scaffolding strategies to guide children's participation and assist them in understanding more complex concepts is emphasized. The research suggests that the use of AAC can enhance communication and active participation in shared storybook reading, with potentially positive effects on overall cognitive development.

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Author Biography

Andrea Viera Gómez, Universidad de la República (Udelar)

Licenciada en Psicología, Magíster en Psicología y Educación y Doctora en Lingüística. Profesora Agregada del Instituto de Psicología, Educación y Desarrollo Humano (IPEDH) y es investigadora principal del Centro de Experimentación (CEIS) de la Facultad de Psicología, Universidad de la República (Uruguay) (Udelar). Integra la Comisión directiva (en calidad de primera titular) del IPEDH y actúa como subdirectora del CEIS. Pertenece al Sistema Nacional de Investigadores (Nivel 1) de la Agencia Nacional de Investigación e Innovación. Participa en la Maestría en Psicología y Educación de la Facultad de Psicología (Udelar). Ha coordinado proyectos de investigación orientados a la inclusión social y educativa de personas con discapacidad, financiados por la Comisión Sectorial de Investigación Científica (CSIC-Udelar). Y proyectos de extensión para atender la emergencia social producto del COVID-19 en personas con discapacidad, financiados por la Comisión Sectorial de Extensión y Actividades en el Medio (CSEAM- Udelar). Coordina el Anexo del Convenio Internacional de Investigación entre el Programa de Posgrado en Educación de la Facultad de Filosofía y Ciencias de la Universidade Estadual Paulista -Campus Marília/ Brasil y la Facultad de Psicología de la Universidad de la República do Uruguay/Udelar.  Campo de actuación: inclusión social y educativa y aplicación de las tecnologías en la educación de personas con discapacidad.  

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Published

2024-10-08

How to Cite

Viera Gómez, A. (2024). SHARED STORYBOOK READING IN STUDENTS WITH CEREBRAL PALSY WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION . Diálogos E Diversidade, 4, e20232. Retrieved from https://revistas.uneb.br/index.php/rdd/article/view/20232

Issue

Vol. 4 (2024): Publicação contínua

Section

Artigos de fluxo contínuo

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Copyright (c) 2024 Andrea Viera Gómez

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