Communicative and lexical skills in children with Down syndrome: reflections for inclusion in school
Habilidades comunicativas e lexicais de crianças com síndrome de Down: reflexões para inclusão escolar
Dionísia Aparecida Cusin Lamônica; Amanda Tragueta Ferreira-Vasques
Abstract
Purpose: to investigate the communicative and expressive lexical performance of children with Down syndrome and reflect on how the understanding of interfering factors in the learning process can contribute to better adaptation of these children at school.
Methods: the proposed sample was 60 children, but after analysis of the inclusion criteria, involving 20 children, 10 with Down syndrome and 10 with typical neurodevelopment, age between 36 and 62 months, and matched according to gender, chronological age and socioeconomic status. Procedures: interview with family members, Observing the Communicative Behavior and Child Language Test ABFW-Vocabulary Part B. Data analysis was performed using descriptive statistics and application of the test “t” Student (p ≤ 0.05).
Results: indicated a statistically significant difference for the production of words and phrases, narrative, attention span, usual verbal designation and not name. For replacement processes the statistical analysis showed no statistically significant difference. Just to occupations and places in this category, there was a statistically significant difference between groups. How are reviewed nine conceptual fields, this data did not affect the sum of the statistical analysis of the values of all fields.
Conclusion: the communicative and expressive lexical performance of children with Down syndrome is lower when compared to children with typical neurodevelopment. The school plays an important role in providing a stimulating environment through appropriate teaching practices to the learning needs of these children.
Keywords
Resumo
Objetivo: verificar o desempenho comunicativo e lexical expressivo de crianças com Síndrome de Down e refletir sobre como a compreensão de fatores interferentes no processo de aprendizagem pode contribuir para uma melhor adaptação dessas crianças no ambiente escolar.
Métodos: a amostra proposta foi de 60 crianças, porém, após análise dos critérios de inclusão, participaram 20 crianças, 10 com Síndrome de Down e 10 com neurodesenvolvimento típico, de idade entre 36 a 62 meses, pareadas quanto ao gênero, idade cronológica e nível socioeconômico. Procedimentos: entrevista com familiares, Observação do Comportamento Comunicativo e Teste de Linguagem Infantil ABFW–Vocabulário Parte B. A análise dos dados foi realizada por meio de estatística descritiva e aplicação do Teste “t” Student (p≤ 0,05).
Resultados: indicaram diferença estatisticamente significante para produção de palavras e frases, narrativa, tempo de atenção, designação verbal usual e não designação. Para processos de substituição a análise estatística não acusou diferença estatisticamente significante. Apenas para profissões e locais, nesta categoria, houve diferença estatisticamente significante entre os grupos. Como são avaliados nove campos conceituais, este dado não interferiu na análise estatística da somatória dos valores de todos os campos.
Conclusão: o desempenho comunicativo e lexical expressivo de crianças com Síndrome de Down é inferior quando comparado com crianças com neurodesenvolvimento típico. A escola tem importante papel em proporcionar um ambiente estimulador, por meio de práticas pedagógicas adequadas às necessidades de aprendizagem destas crianças.
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Referências
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Submetido em:
28/04/2015
Aceito em:
15/05/2015
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