THE USE OF AUGMENTATIVE AND ALTERNATIVE COMMUNICATION AS A PEDAGOGICAL FACILITATOR IN THE SCHOOL ROUTINE FOR STUDENTS WITH DISABILITIES

Authors

DOI:

https://doi.org/10.69609/3086-5980.2026.v1.n1.a4215

Keywords:

Augmentative and Alternative Communication. Inclusive Education. School Routine.

Abstract

Augmentative and Alternative Communication (AAC) refers to a set of resources, strategies, and techniques that complement (augmentative) or replace (alternative) speech, being used by people with significant difficulties in oral communication, with the aim of enabling the expression of ideas, needs, feelings, and social participation. It can include all forms of communication besides speech, such as gestures, facial expressions, graphic symbols, communication boards, and electronic devices. From a sociocultural perspective, based on Lev Vygotsky, language is understood as a mediator of human development and, in this sense, AAC acts as a mediation tool, enabling individuals with speech limitations to have access to social interaction, the construction of meaning, and learning, especially in educational contexts.This article relates to SDG 4 and SDG 10 and aims to reinforce the importance of effective communication within the school environment, promoting the teaching-learning process, as well as dialogue, understanding, and the exchange of knowledge among those involved.

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Author Biographies

Gisele Salinas de Gouvea, UNIVERSIDADE DE TAUBATÉ

Graduated in Teaching at the high school level. Holds a degree in Physical Education from the University of Taubaté (2003). Second degree in Pedagogy from Faculdade Associada Brasil (2020). Degree in Letters - English (2024). Postgraduate in Special Education for Educational Support to Students with Special Educational Needs (2006), Specialization in School Management (2008); Management for Learning (2018), Postgraduate in Educational Law (2018). Currently a master's student in Education Professional at the University of Taubaté (2026). Has professional experience as a teacher of the early years of Elementary School, Early Childhood Education, Special Education. Taught as a Physical Education teacher in different basic education segments for students of various ages, with an emphasis on Adapted Physical Education.In school management, she has 5 years of experience as a pedagogical coordinator at a school for Exclusive Special Education and has been in the position of vice principal for 6 years. She is a master's student in Education Professional at the University of Taubaté with a focus on Inclusion and Sociocultural Diversity.

Virgínia Mara Próspero da Cunha, Universidade de Taubaté

Virginia Mara Próspero da Cunha has a degree in Physical Education and Pedagogy from the University of Taubaté (UNITAU), and holds a master's and a doctorate in Education: Educational Psychology from the Pontifical Catholic University of São Paulo (PUC/SP). She is a retired professor from the Department of Physical Education at UNITAU, a permanent faculty member of the Professional Master's in Education (MPE/UNITAU), and a collaborating professor of the Academic Master's in Health Sciences (UNITAU), working in the area of Teacher Training and Professional Development. She conducts studies on teacher meanings, teacher education, and learning assessment. She was the institutional coordinator of the Pedagogical Residency Program (CAPES/UNITAU) and the area coordinator of the Physical Education subproject of PIBID (CAPES/UNITAU). She also coordinated UNITAU's extension projects. Her academic career is marked by the integration of teaching, research, and extension, focusing on processes of reflection on teaching and the professional development of teachers.

Luciana de Oliveira Rocha Magalhães, Universidade de Taubaté

Luciana de Oliveira Rocha Magalhães is a postdoctorate (2025) and holds a doctorate (2021) in Education: Educational Psychology from the Pontifical Catholic University of São Paulo (PUC-SP), a master's degree from the Professional Master's in Education at UNITAU (2016), and has degrees in Law and Pedagogy, specializing in Special-Inclusive Education. She is a professor in the Department of Social Sciences and Education at UNITAU, a permanent faculty member of the Professional Master's in Education (MPE/UNITAU) and the Master's in Human Development (MDH/UNITAU), where she participates in classes, supervises research, and develops projects related to teacher training, school inclusion, and diversity, with a socio-historical approach. She is part of PROFOCO/UNITAU, contributing to continuing education courses and coordinating research projects at UNITAU's application school. Participates in research groups on School Inclusion and Socio-historical Psychology. His recent work focuses on teacher training and professional development, inclusion of students with disabilities, teacher training for Special-Inclusive Education, Research-Trans-Formation.

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Published

2026-06-14

How to Cite

Salinas de Gouvea, G., Próspero da Cunha, V. M., & de Oliveira Rocha Magalhães, L. (2026). THE USE OF AUGMENTATIVE AND ALTERNATIVE COMMUNICATION AS A PEDAGOGICAL FACILITATOR IN THE SCHOOL ROUTINE FOR STUDENTS WITH DISABILITIES. Revista Educação E Transformação Social, 1(1). https://doi.org/10.69609/3086-5980.2026.v1.n1.a4215

Issue

Vol. 1 2026

Section

Articles

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