Mediação pedagógica no processo de desenvolvimento da comunicação em crianças surdocegas

This study’s objective was to improve the communication resources of deaf-blind children through writing coupled with Libras, dactylology, and reading. Three (4, 5 and 8-year old) deaf-blind children enrolled in a special needs school in Brasilia, DF, during the period from February to December, 1999, participated in the study. Three phases were developed: initial appraisal, intervention, and final assessment. The characterization of the students was carried out based on interviews with their families and the analysis of reports. The intervention was performed as a routine in the classroom, based on four daily activities: reception, roll call, snack time, novelty. The results gave evidence of the importance of diversification of resources during the process of communication acquiring by deaf-blinds.