A aquisição da linguagem escrita do aluno com TEA

Abstract

This work sought to develop a study on the acquisition of written language by students with autism, restricted to Autism Spectrum Disorder without intellectual disability (ID) and with mild or absent impairment of functional language classified by the ICD-11 (International Statistical Classification of Diseases and Related Health Problems) as 6A02.0. The focus of the analysis will be on the use of written language, on the form of organization and on the content. The option to develop a study only of the writing of the student diagnosed with autism level develops the understanding that the acquisition of language in the different levels of ASD cannot be treated as a homogeneous process. In this sense, we chose to begin the study of this issue with students with ASD who have mastery of verbal language. To achieve the general objective, the following specific objectives were listed: a) describe and analyze the organization and linguistic development of written texts; b) describe and analyze how the student with autism considers the self/other relationship in written production; c) analyze the linguistic-enunciative functioning of textual productions; d) produce reflection on the learning paths of writing by students with autism. Thus, to compose the corpus of this research, photos of texts from the Portuguese language notebooks of three students enrolled in elementary school in the public school system, one student in the 6th and two in the 9th year, were collected. The study of these productions aims to answer the following question: How is the language of students with autism constituted for those who write? The analysis was carried out through textual language and the conception of language adopted in the work will be a sociointeractionist conception. The theoretical basis of the project will be composed by Bakhtin (2003), Vigotski (2001, 2004), Geraldi; Fichtner and Benites (2007). We verified through the analyzes that the participating students presented some difficulties, with: syllabic separation; the use of „S“, „SS“, „C“ and „Ç“; calligraphy; accentuation; punctuation; making copies; figurative language and implicit information. These difficulties pointed to characteristics of ASD, namely: dysorthography, fine motor difficulty, hyperfocus, pragmatic inability and concrete thinking. Thus, we believe that our work will contribute with clues that will guide future research that seek to understand the language of people with mild autism in order to improve the ways of teaching these people.