Rescue of Methodologies to Support Communication Processes in Children with Nonverbal ASD Elaine Cristina de Oliveira, Solange Rodrigues Alcantara, Wesley Werner da S. Nunes

Abstract

This work proposes the discussion about the use of instruments and pedagogical interventions with a view to the qualitative inclusion of students with Autism Spectrum Disorder (ASD) in the school environment. In this sense, the present research presents a report of teaching practice, through the proposition and application of a vibrational stage of the Tadoma Methodology in a student with TEA-nonverbal, for their socio-cognitive development, concomitant with the better enjoyment of the communication process. The theoretical references of this research are: Bereohff (1994); De Oliveira, De Paula, (2018) on TEA and Gadotti (1998) on teaching-learning. The objective of this work is to stimulate the discussion about the use of a stage of the Tadoma Methodology for the development of the communication and socialization process of the students with ASD-non-verbal, also promoting a teacher mediation, regarding the pedagogical conditions necessary for that the student experiences an Inclusive Education experience.