Twenty-fifth International Conference on Learning

Abstract

Children with deafblindness and multiple sensory disabilities need support for understanding the world and to have access to information. It is critical to provide conditions for them to explore the environment, enrich their perceptions and relationship. The objective of this work was to analyze the perception of the teacher on the attention and communication strategies, developed by her, in the classroom, with children with congenital deafblindness and multiple sensory impairment. It was done an individual interview that was transcribed and analyzed after the teacher witness the audiovisual material recorded for six months. The teacher reported satisfaction in her work when she realized the development of the students and the attention given by her to the individual characteristics. She highlighted the importance of the participation of the family and the use of audiovisual records in contribution to her work. She realized she had lost some opportunities for communication and have not provided the time necessary for student’s answers. It is concluded that a significant communication partner is important to identify, encourage and respond to attention and communicative behaviors of the child. Both the professor as the speech/language therapist must know how each child communicates and to be alert to non-verbal behaviors.