Orientação fonoaudiológica aos pais de crianças com deficiências visuais para estimulação de leitura e escrita
Data
2023-09-16
Autores
Santos, Luana Alves 
Orientadores
Sacaloski, Marisa
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Introdução: A deficiência visual afeta cerca de 19 milhões de crianças globalmente, resultando em perda total ou parcial da visão, não corrigível com lentes ou tratamentos médicos (OMS, 2019). Isso pode impactar negativamente o desenvolvimento motor, cognitivo e linguístico, levando a atrasos no progresso geral (CHEN ET AL. 2019). É vital fornecer suporte para que essas crianças se tornem independentes e participem plenamente na sociedade. Aquisição de leitura e escrita é crucial para seu sucesso acadêmico, demandando acesso à educação e estímulos adequados (OMS, 2021). Estratégias específicas, como materiais adaptados e tecnologias assistivas, podem auxiliar no ensino dessas habilidades (DUNN; POGRUND, 2021). Ambientes educacionais inclusivos, com profissionais qualificados, são essenciais (GARCIA; BRAZ, 2020). Recursos como livros em braille, textos em áudio e tecnologia assistiva, conforme a American Foundation for the Blind (2019), são valiosos para a aprendizagem. A inclusão em escolas regulares e treinamento para professores são enfatizados pela American Council of the Blind (2021). Orientação fonoaudiológica aos pais é fundamental para estimular o interesse pela leitura. Este estudo buscou criar um guia para familiares de crianças com deficiência visual, visando promover a alfabetização e práticas de letramento por meio de um programa de orientação, auxiliando os pais a incentivar a leitura e escrita. Método: Para a construção do material foi realizada uma pesquisa bibliográfica em bases de dados eletrônicas (PubMed, Scopus e Scielo) e em bibliotecas universitárias, utilizando as palavras-chave “Deficiência visual”, “Leitura e escrita”, “Desenvolvimento”, “Crianças” e “Estimulação”. Foram incluídos estudos entre 1993 e 2023, em inglês ou português, que avaliaram o desenvolvimento de crianças com deficiências visuais, a aquisição de leitura e escrita e métodos de estimulação. Os estudos foram avaliados quanto à qualidade metodológica e relevância para a análise, sendo incluídos 11 artigos na síntese dos resultados. Resultados: A partir da literatura compulsada foi elaborado um material para pais com orientações fonoaudiológicas acerca do desenvolvimento da leitura das crianças com deficiência visual. Conclusão: A elaboração de um instrumento simples, útil e de baixo custo para pais e responsáveis por crianças com deficiência visual, bem como para educadores e profissionais de saúde para a estimulação adequada de leitura de crianças com deficiência visual pode contribuir para a aquisição da leitura e escrita e, consequentemente, para a inclusão social.
Introduction: Visual impairment affects approximately 19 million children globally, resulting in total or partial vision loss that cannot be corrected with lenses or medical treatments (WHO, 2019). This can negatively impact motor, cognitive, and linguistic development, leading to delays in overall progress (CHEN ET AL., 2019). It is crucial to provide support for these children to become independent and fully participate in society. The acquisition of reading and writing skills is crucial for their academic success, requiring access to appropriate education and stimuli (WHO, 2021). Specific strategies, such as adapted materials and assistive technologies, can assist in teaching these skills (DUNN; POGRUND, 2021). Inclusive educational environments with qualified professionals are essential (GARCIA; BRAZ, 2020). Resources such as braille books, audio texts, and assistive technology, as noted by the American Foundation for the Blind (2019), are valuable for learning. Inclusion in regular schools and teacher training are emphasized by the American Council of the Blind (2021). Speech therapy guidance for parents is fundamental to stimulate interest in reading. This study aimed to create a guide for families of visually impaired children, aiming to promote literacy and literacy practices through an orientation program, helping parents encourage reading and writing. Method: To construct the material, a literature search was conducted in electronic databases (PubMed, Scopus, and Scielo) and university libraries using the keywords "Visual impairment," "Reading and writing," "Development," "Children," and "Stimulation." Studies between 1993 and 2023, in English or Portuguese, that assessed the development of children with visual impairments, reading and writing acquisition, and stimulation methods were included. Studies were evaluated for methodological quality and relevance for analysis, with 11 articles included in the synthesis of results. Results: Based on the reviewed literature, a material for parents with speech therapy guidance on the development of reading in visually impaired children was developed. Conclusion: The development of a simple, useful, and low-cost tool for parents and caregivers of visually impaired children, as well as for educators and healthcare professionals to appropriately stimulate the reading of visually impaired children, can contribute to reading and writing acquisition and, consequently, social inclusion.
Introduction: Visual impairment affects approximately 19 million children globally, resulting in total or partial vision loss that cannot be corrected with lenses or medical treatments (WHO, 2019). This can negatively impact motor, cognitive, and linguistic development, leading to delays in overall progress (CHEN ET AL., 2019). It is crucial to provide support for these children to become independent and fully participate in society. The acquisition of reading and writing skills is crucial for their academic success, requiring access to appropriate education and stimuli (WHO, 2021). Specific strategies, such as adapted materials and assistive technologies, can assist in teaching these skills (DUNN; POGRUND, 2021). Inclusive educational environments with qualified professionals are essential (GARCIA; BRAZ, 2020). Resources such as braille books, audio texts, and assistive technology, as noted by the American Foundation for the Blind (2019), are valuable for learning. Inclusion in regular schools and teacher training are emphasized by the American Council of the Blind (2021). Speech therapy guidance for parents is fundamental to stimulate interest in reading. This study aimed to create a guide for families of visually impaired children, aiming to promote literacy and literacy practices through an orientation program, helping parents encourage reading and writing. Method: To construct the material, a literature search was conducted in electronic databases (PubMed, Scopus, and Scielo) and university libraries using the keywords "Visual impairment," "Reading and writing," "Development," "Children," and "Stimulation." Studies between 1993 and 2023, in English or Portuguese, that assessed the development of children with visual impairments, reading and writing acquisition, and stimulation methods were included. Studies were evaluated for methodological quality and relevance for analysis, with 11 articles included in the synthesis of results. Results: Based on the reviewed literature, a material for parents with speech therapy guidance on the development of reading in visually impaired children was developed. Conclusion: The development of a simple, useful, and low-cost tool for parents and caregivers of visually impaired children, as well as for educators and healthcare professionals to appropriately stimulate the reading of visually impaired children, can contribute to reading and writing acquisition and, consequently, social inclusion.