Percepciones del profesorado sobre el papel de los sistemas aumentativos y alternativos de comunicación
DOI:
https://doi.org/10.1590/S1678-4634202450276115esPalavras-chave:
Educación inclusiva, Formación de profesores, Percepciones de los profesores, Sistemas aumentativos y/o alternativos de comunicaciónResumo
La escolarización de usuarios de sistemas aumentativos y/o alternativos de comunicación (SAAC) en escuelas ordinarias ha aumentado en los últimos años de acuerdo a los principios de la educación inclusiva. Las percepciones docentes sobre los SAAC repercuten considerablemente en las prácticas escolares y en la utilidad final de estos sistemas como herramienta comunicativa e inclusiva, facilitadora de la presencia, progreso y participación del alumnado usuario. El presente estudio persigue analizar estas percepciones y conocer si aspectos como la formación o la experiencia previa influyen en ellas. Para ello se realiza un análisis mediante el Cuestionario de Percepciones sobre la Inclusión del Alumnado usuario de SAAC en aulas ordinarias (PSIASAAC) con una muestra de 122 docentes de la Comunidad Valenciana. Los resultados muestran percepciones favorables a la inclusión de este alumnado. Sin embargo, se evidencian diferencias significativas entre los docentes con y sin formación y/o experiencia profesional en torno a la comunicación aumentativa y/o alternativa (CAA). La coincidencia con los hallazgos obtenidos por varios estudios previos llevados a cabo en diferentes contextos conduce a pensar que, si bien en líneas generales existen percepciones favorables a los estudiantes usuarios de SAAC, es necesario redoblar esfuerzos en la formación inicial y continua del profesorado y tratar de difundir experiencias prácticas exitosas en que el uso de SAAC contribuye a mejorar la inclusión educativa de los estudiantes usuarios.
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