Communicative and lexical skills in children with down syndrome: reflections for inclusion in school/Habilidades comunicativas e lexicais de criancas com sindrome de down: reflexoes para inclusao escolar

• Published in: Revista CEFAC 2015-09, Vol.17 (5), p.1475
• Main Authors: Lamonica, Dionisia Aparecida Cuisn, Ferreira-Vasques, Amanda Tragueta
• Format: Article
• Language: Spanish
• ISSN: 1516-1846
• DOI: 10.1590/1982-021620151756015

Purpose: to investigate the communicative and expressive lexical performance of children with Down syndrome and reflect on how the understanding of interfering factors in the learning process can contribute to better adaptation of these children at school. Methods: the proposed sample was 60 children, but after analysis of the inclusion criteria, involving 20 children, 10 with Down syndrome and 10 with typical neurodevelopment, age between 36 and 62 months, and matched according to gender, chronological age and socioeconomic status. Procedures: interview with family members, Observing the Communicative Behavior and Child Language Test ABFW-Vocabulary Part B. Data analysis was performed using descriptive statistics and application of the test "t" Student (p < 0.05). Results: indicated a statistically significant difference for the production of words and phrases, narrative, attention span, usual verbal designation and not name. For replacement processes the statistical analysis showed no statistically significant difference. Just to occupations and places in this category, there was a statistically significant difference between groups. How are reviewed nine conceptual fields, this data did not affect the sum of the statistical analysis of the values of all fields. Conclusion: the communicative and expressive lexical performance of children with Down syndrome is lower when compared to children with typical neurodevelopment. The school plays an important role in providing a stimulating environment through appropriate teaching practices to the learning needs of these children. KEYWORDS: Down Syndrome; Vocabulary; Mainstreaming (Education) Objetivo: verificar o desempenho comunicativo e lexical expressivo de criancas com Sindrome de Down e refletir sobre como a compreensao de fatores interferentes no processo de aprendizagem pode contribuir para uma melhor adaptacao dessas criancas no ambiente escolar. Metodos: a amostra proposta foi de 60 criancas, porem, apos analise dos criterios de inclusao, participaram 20 criancas, 10 com Sindrome de Down e 10 com neurodesenvolvimento tipico, de idade entre 36 a 62 meses, pareadas quanto ao genero, idade cronologica e nivel socioeconomico. Procedimentos: entrevista com familiares, Observacao do Comportamento Comunicativo e Teste de Linguagem Infantil ABFWVocabulario Parte B. A analise dos dados foi realizada por meio de estatistica descritiva e aplicacao do Teste "t" Student (p< 0,05). Resultados: indicaram diferenca est