Teacher training in alternative communition for children with TEA: contexts in action

Abstract

This article presents an excerpt of the research project SCALA (Alternative Communication System for Literacy of Children with Autism). Herein, we focus on teacher education of professionals working with nonverbal Autism Spectrum Disorder (ASD) subjects so as to foster their sociocognitive development. From an overall view of the field of Alternative Communication, we discuss its insertion and usage for educational purposes with subjects with ASD. Specific teacher education aspects are addressed considering the current government policy on teacher education programs. Then, we propose a socio-historical and cultural approach to such process from action contexts aiming at the reorganization of the relations of subjects with ASD with the world, and not simply the expansion, complementation or supplementation of the communication functionalities of nonverbal subjects with ASD. Finally, from the presented panorama, we show some outcomes research from TEIAS (Technology in Education for Inclusion and Learning in Society) research group on the scope of SCALA project. We analyze two teacher education proposals developed from an integrative view of three interrelated movements: problematization as pedagogical action; thought into action, and critical analysis as reflexive action.