<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162022000200213</article-id>
<article-id pub-id-type="doi">10.17227/rce.num85-12030</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudio sobre producción del lenguaje en niños con parálisis cerebral usuarios de Comunicación Aumentativa y Alternativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Study on Language Production in Children with Cerebral Palsy Augmentative and Alternative Communication Users]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estudo sobre produção de linguagem em crianças com paralisia cerebral usuárias de Sistemas de Comunicação Aumentativa e Alternativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viera-Gómez]]></surname>
<given-names><![CDATA[Andrea J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reali]]></surname>
<given-names><![CDATA[Florencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la República Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de os Andes Departamento de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<numero>85</numero>
<fpage>213</fpage>
<lpage>234</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162022000200213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162022000200213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162022000200213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los niños que usan sistemas aumentativos y alternativos de comunicación (SAAC) experimentan dificultades significativas en la producción del lenguaje complejo, en particular, para construir narraciones ficticias o personales. La aproximación socioconstructivista al desarrollo ha realizado un amplio aporte teórico que muestra el importante papel de las narrativas en el establecimiento de la identidad personal y social (Botting, 2002; Bruner, 2004). El presente estudio de caso analiza la producción lingüística en tres niños con parálisis cerebral usuarios de SAAC en sesiones de lectura compartida. Tres aspectos fundamentales son analizados: a) las características del lenguaje de los niños en sus aspectos gramaticales, así como la complejidad semántica de los significados producidos; b) las estrategias usadas por las maestras para fomentar la producción de lenguaje en los (las) niños(as), y c) de qué forma los SAAC usados por los niños ayudaban o limitaban la producción lingüística. Nuestros hallazgos ilustran las dificultades enfrentadas por estos niños. En los tres casos, la producción se limita a oraciones extremadamente simples (en su gran mayoría una palabra) y se observa falta de iniciativa en la toma de turnos durante la interacción. Los resultados apuntan a la necesidad de desarrollar una mejor implementación de las técnicas de elicitación narrativa por parte del interlocutor, teniendo en cuenta, además, las limitaciones intrínsecas de los SAAC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Children users of Augmentative and Alternative Communication Systems (AACS) suffer from significant impairments in complex language production, in the construction of personal or fictional narratives. The socio-constructivist approach to development has supported the view that narratives are crucial for the construction of personal and social identity (Booting, 2002; Bruner, 2004). The present case study analyzes the linguistic production in three children with cerebral palsy users of AACS during shared reading sharing. Three main aspects of interactions are analyzed: a) the characteristics of language produced by children, including grammatical and semantic complexity and lexical type, b) the strategies used by teachers to encourage narrative production, and c) how AACS are used to boost linguistic production. Our findings illustrate the difficulties faced by these children. In the three cases, linguistic production is restricted to extremely simple sentences (of one word in most cases) and a lack of children's initiative is observed during an interaction. The results points toward the need of developing a better implementation of bootstrapping technics for narrative elicitation, taking into account the intrinsic limitations of AACS.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As crianças que usam Sistemas de Comunicação Aumentativa e Alternativa (SCAA) enfrentam dificuldades significativas na produção d linguagem complexa, principalmente, na construção de narrativas ficcionais e pessoais. A aproximação sócio-construtivista do desenvolvimento realizou uma ampla contribuição teórica que mostra o importante papel das narrativas no estabelecimento da identidade pessoal e social (Booting, 2002; Bruner, 2004). O presente estudo de caso analisa a produção linguística em três crianças com paralisia cerebral que usam SCAA em sessões de leitura compartilhada. Três aspectos fundamentais são analisados: a) as características da linguagem das crianças em seus aspectos gramaticais, bem como a complexidade semântica dos significados produzidos; b) as estratégias utilizadas pelas professoras para promover a produção da linguagem nas crianças e; c) como os SCAA usados pelas crianças ajudaram ou limitaram a produção linguística. Nossos resultados ilustram as dificuldades enfrentadas por essas crianças, pois nos três casos, a produção é limitada a frases extremamente simples (principalmente monossilábicas) e é observada falta de iniciativa e uso de turnos durante a interação. Os resultados apontam à necessidade de desenvolver uma melhor implementação das técnicas de elicitação narrativa pelo interlocutor, levando também em consideração as limitações intrínsecas dos SCAA.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comunicación aumentativa y alternativa]]></kwd>
<kwd lng="es"><![CDATA[parálisis cerebral]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[producción de lenguaje]]></kwd>
<kwd lng="es"><![CDATA[construcción narrativa]]></kwd>
<kwd lng="en"><![CDATA[augmentative and alternative communication]]></kwd>
<kwd lng="en"><![CDATA[cerebral palsy]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[language production]]></kwd>
<kwd lng="en"><![CDATA[narrative construction]]></kwd>
<kwd lng="pt"><![CDATA[comunicação aumentativa e alternativa]]></kwd>
<kwd lng="pt"><![CDATA[paralisia cerebral]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[produção de linguagem]]></kwd>
<kwd lng="pt"><![CDATA[construção narrativa]]></kwd>
</kwd-group>
</article-meta>
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