DOI: 10.5016/dt000618455
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Comunicação suplementar e alternativa no discurso narrativo do aluno com paralisia cerebral

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Cited by 3 publications
(5 citation statements)
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“…Besides allowing/encouraging student's participation and involvement in classroom activities and promote the success of his performance, the CSA in this context can also contribute to the increase in the lexical repertoire of students with communication difficulties, as the student can use the figure in other contexts and expand his vocabulary 11 , considering that this does not refer only to the spoken language, but the various forms of expression and communication.…”
Section: Discussionmentioning
confidence: 99%
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“…Besides allowing/encouraging student's participation and involvement in classroom activities and promote the success of his performance, the CSA in this context can also contribute to the increase in the lexical repertoire of students with communication difficulties, as the student can use the figure in other contexts and expand his vocabulary 11 , considering that this does not refer only to the spoken language, but the various forms of expression and communication.…”
Section: Discussionmentioning
confidence: 99%
“…Furthermore, an increase was found in the lexical repertoire and also the adhesion of other forms of expression by children, such as gestures, facial expressions and sound emission. It was possible to conclude, therefore, that this feature is important as it favored the expressive and receptive language, allowing subjects to express themselves, and consequently, demonstrate their potential and abilities 11 .…”
Section: Introductionmentioning
confidence: 97%
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“…Após a identificação dos brinquedos preferidos pelas crianças e temas de histórias desenvolvidos nas escolas, as profissionais da saúde elaboraram o programa de atividades de narração de histórias, baseado na proposta de Ponsoni (2010). O programa foi dividido em momentos: o primeiro momento foi a exploração dos personagens das histórias selecionadas; o segundo momento foi o desenvolvimento de atividades em relação ao local da ação; e, por fim, o terceiro momento foi a vivência com a ação propriamente dita do enredo da história.…”
Section: Métodounclassified
“…A literatura também apresenta diferenças na classificação, porém neste trabalho serão utilizadas as referências segundo Gianni (2003Gianni ( , 2005 OLIVEIRA, 2007;PAIVA, 2007;VERUSSA, 2009;PONSONI, 2010;SILVA, 2010 Além de cadeiras adaptadas, cadeira de rodas, andadores, órteses de posicionamento, alguns recursos mais simples podem ser utilizados concomitantemente pelo professor para melhorar a postura da criança com paralisia cerebral. Neste contexto é possível citar as bandejas ou mesas de apoio, utilizadas junto a cadeiras à altura do tórax podem apoiar os membros superiores e favorecer a sua simetria e o controle de cabeça (RADELL, 1996;MIRENDA, 2007).…”
Section: Deficiência Física E Educação Infantilunclassified