Análise das estratégias empregadas em um programa de intervenção fonológica para crianças com deficiência auditiva

Abstract

As for hearing children, phonological skills are essential for the acquisition and development of reading and writing in hard of hearing children. In this sense, specific intervention programs for this population have been studied worldwide, given their proven benefits. The analysis of the adaptations in the training programs has also been described in some of the studies. However, in Brazil there is no reference to research that have sought to evaluate phonological intervention programs for children with hearing impairment inserted in auditory (re)habilitation services. The objective of this study was to analyze the strategies employed in a phonological intervention program for hard of hearing children. A descriptive, longitudinal study with a qualitative approach, carried out with 11 children with hearing loss and the three educators that accompanied the group-made phonological intervention; were used in the analysis the 80 daily plans of the sessions and the 80 observation tokens of the educators, as well as the description of the results of the focus group with the pedagogues at the end of the intervention. Results: it was observed the need for adaptations regarding the instructions, strategies and materials used, in this order of frequency, as well as the use of communication strategies and specific techniques to optimize children's understanding and execution of the activities. It was concluded that the phonological intervention program for hard of hearing children required adaptations and that the (re)habilitation services should be concerned with training the professionals who develop this work with these children.