A prática educacional com crianças surdocegas

This research describes and analyzes three phases of an intervention procedure with two deafblind prelinguistic children. The study was carried out at a special school in Brasilia and at their residences, for nine months. The objective was to implement and evaluate intervention procedures with the subjects, based on the co-active van Dijk approach and on the socio-historical perspective. Results suggest that the strategies proposed by van Dijk in the ‘60s were effective when associated with classroom practices that favored the simultaneous use of several alternative communication tools (Libras, gestures, coordinated body movements, Tadoma, writing, speech, reference objects, and so on). The students, who initially demonstrated elementary expression communication, evidenced new communicative competences at the end of the research, based on the use of signs and writing, having improved their performance in their tasks, their concentration and communication, and having started to demand more information from their environment.