A Alternative Communication as an Instrument to Guarantee Dialogical Processes and Curricular Access for Children who “do not speak”

Abstract

This article aims to problematize conceptions of language and the subject that can guarantee the dialogical processes in school settings for children who "do not speak". Specifically, it intends to discuss understandings of disabilities that circulate in training and scientific productions, arguing in favor of those that come closest to an inclusive perspective. We also intend to discuss the initial and fundamental ways of using these resources so that children who communicate through speech can participate in activities and, consequently, access the school curriculum. The presentation of the text has three focuses: firstly, we discuss the advances in the field of Special Education, the conceptions of disability and the process of school inclusion; secondly, we comment on the subjects with complex communication needs and their place in the school. And, in the third part, we comment on the curricular access of these subjects from the use of Alternative Communication resources. The exposed arguments clarify the need to invest in attitudinal accessibility and make it clear that these resources are the main instruments capable of guaranteeing the right to communication, in addition to promoting language acquisition in the school setting, and, because it is specialized knowledge, it requires collaborative work.