A importância da utilização de recursos educativos digitais na aquisição da competência de comunicação de crianças com necessidades educativas especiais

Flávia Castanho Kurokawa Bacarin (Student)

Student thesis: Master's Thesis

Abstract

This master’s dissertation focuses on promoting the school inclusion of pupils with Special Educational Needs (SEN), with particular emphasis on communication as a key element in their learning and participation processes. Recognising that many barriers to inclusion are linked to difficulties in expression and interaction, this research centres on Augmentative and Alternative Communication (AAC) as an essential strategy to support or complement the oral communication of pupils with SEN. Through an analysis of the role of Digital Educational Resources (DER) in supporting communication, the study aims to explore how these tools — ranging from specialised software such as Grid 3 and Boardmaker to various mobile applications — could be used in pedagogical and functional ways to increase autonomy, expression of intent, social interaction, and access to the curriculum for students with communication limitations. This qualitative research is based on a case study involving a child attending preschool education in a kindergarten located in northern Portugal, under the selective measures set out in Portuguese Decree-Law 54/2018. In addition to the child, the investigation involved other key participants in the child’s educational journey (teachers, therapists, and the parent/guardian), allowing for an in-depth analysis of the practices, perceptions, and outcomes associated with the implementation of AAC in a school context. The study examined facilitating conditions, barriers, and observable effects on the child's development, both in terms of communication and relational and educational growth. Based on the data collected and analysed, the study concludes that Digital Educational Resources for AAC are effective in improving the communication of children with SEN, enhancing their autonomy, motivation, participation, and inclusion. Successful integration of these resources requires pedagogical planning, collaboration among stakeholders, and investment in continuous training.