Tactical alternative communication for children with multiple sensory disability

Abstract

This work refers to a bibliographic study, whose methodological option is the exploratory research. It aims to
present orientations and alternative forms of education based on strategies that favor the comm unication of
students with multiple sensory disabilities, especially those with visual impairment associated with other
impairments, from the use of alternative and extended communication with tactile symbols, to respond to
followi ng question: can alternative communication with tactile symbols favor the communication of these
students? When a person can not understand what others are saying, nor is it understood, it is not included in the various social situations. Thus, it was concluded that it is convenient to devise strategies, adapt resources of alternative communication and turn them into alternative communication resources with tactile symbols, to favor the language and autonomy of these students. And that the alternative communication with tactile symbols proves effective to favor the communication of those who do not communicate in a functional way.