TEACHER TRAINING IN ALTERNATIVE COMMUNICATION

EFFECTS ON LESSON PLANS FOR STUDENTS WITH AUTISM

Authors

Keywords:

autism spectrum disorder, augmentative and alternative communication, teacher training, lesson plan

Abstract

The socio-communicative impairments observed in students with Autism Spectrum Disorder (ASD) adversely affect their social interactions and academic performance. Studies suggest that these deficits can be alleviated through the use of Augmentative and Alternative Communication (AAC) strategies implemented by teachers within the school environment. With this aim in mind, this research sought to analyze, through a strategic action research approach, the impact of an AAC training program on the lesson plans of teachers working with students with ASD in mainstream classrooms. Five elementary school teachers participated in this study. Data collected through questionnaires, interviews, and field notes were analyzed using content analysis supplemented by lexicometric statistics. The findings revealed that the remotely conducted training program led to an enhancement in teachers' understanding of ASD and AAC. However, limitations were identified in translating theoretical knowledge into practical teaching methods. These research findings underscore the necessity for further investigations on teacher training models focusing on AAC within educational contexts.

Downloads

Download data is not yet available.

Author Biographies

  • João Paulo da Silva Barbosa, UNIVERSIDADE FEDERAL DO RIO GRANDE DO NORTE

    Doutorando em Educação na Universidade Federal do Rio Grande do Norte; Mestre em Educação pela Universidade Federal do Rio Grande do Norte - UFRN; Especialista em Psicopedagogia Institucional e Clínica; Graduado em Pedagogia pela Universidade Federal de Campina Grande - UFCG / CFP; Pesquisador no GIEPELPS (Grupo Interdisciplinar de Estudos e Pesquisas em Educação, Linguagens e Práticas Sociais); Estuda especificamente as áreas de: Formação Docente, Educação Inclusiva e Transtorno do Espectro Autista. Atualmente é professor da Educação Infantil da rede Municipal no Crato-CE.

  • Débora Regina de Paula Nunes, Universidade Federal do Rio Grande do Norte

    Psicóloga pela Universidade Federal do Rio de Janeiro (1998), Mestre em Educação pela Universidade do Estado do Rio de Janeiro (2000), doutora em Educação Especial - Florida State University (2005). Professora associada do Departamento de Fundamentos e Políticas de Educação (DFPE-UFRN), do Programa de Pós-Graduação em Educação (PPGED-UFRN) e do Programa de Pós-Graduação em Educação Especial (PPGEEsp-UFRN) da Universidade Federal do Rio Grande do Norte. Editora Associada da Revista Brasileira de Educação Especial (RBEE); Membro do GT 79 - Transtorno do Espectro Autista (TEA):Pesquisas na saúde e Educação da Associação Nacional de Pesquisa e Pós-Graduação em Psicologia (ANPEPP). Orienta e desenvolve pesquisas sobre autismo, formação de professores e comunicação alternativa.

Downloads

Published

2026-09-22

Issue

Vol. 42 No. 42 (2026): v.42

Section

Artigos

License

Copyright (c) 2026 Educação em Revista

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All contents of the publication, except where otherwise noted, is licensed under a Creative Commons license of type BY attribution. This license allows others to distribute, remix, adapt and create from work published in Educação em Revista, even for commercial purposes, as long as they give it due credit for the original creation. If the author is responsible for remixing or adapting, he should send a message to the editorial department of Educação em Revista informing such a situation with proof of the credit attribution of the original publication.

How to Cite

BARBOSA, João Paulo da Silva; NUNES, Débora Regina de Paula. TEACHER TRAINING IN ALTERNATIVE COMMUNICATION: EFFECTS ON LESSON PLANS FOR STUDENTS WITH AUTISM. Educação em Revista , [S. l.], v. 42, n. 42, 2026. Disponível em: https://periodicos.ufmg.br/index.php/edrevista/article/view/55646. Acesso em: 19 oct. 2026.