COMUNICACIÓN AUMENTATIVA Y ALTERNATIVA E INCLUSIÓN EDUCATIVA: UNA REVISIÓN NARRATIVA
Augmentative and Alternative Communication and Inclusive Education: A Narrative Review
DOI:
https://doi.org/10.63122/3mjh7v34Keywords:
Comunicación aumentativa y alternativa, diversidad funcional, educación inclusiva, revisión narrativa, tecnología de apoyoAbstract
El alumnado sin lenguaje oral ha estado tradicionalmente escolarizado en centros específicos, motivo por el cual resulta relevante recoger las evidencias sobre la experiencia con este alumnado en modalidades de escolarización ordinarias. Este trabajo ofrece una revisión narrativa de las investigaciones sobre el uso y beneficios de la comunicación aumentativa y alternativa (CAA) en la escuela inclusiva. Mediante una estrategia de búsqueda en bases de datos y revistas del ámbito, así como las indicaciones PRISMA y el esquema de prácticas basadas en la evidencia de la ASHA, se identificaron sesenta y seis trabajos entre 2004 y 2023 que incluyen la CAA en aulas ordinarias. La revisión ha permitido ampliar la selección de trabajos respecto de otros metaestudios anteriores, integrando trabajos cualitativos sobre la percepción de los agentes implicados (docentes, alumnos, familias), así como estudios sobre la práctica educativa basados en buenas prácticas de implementación. La revisión arroja evidencia científica sobre el impacto positivo de la CAA en los procesos de inclusión de la infancia con necesidades complejas de comunicación, y se clasifican los diversos temas que han captado el interés investigador de las últimas dos décadas. Se concluye que el rol de las estrategias con los iguales es crucial en los procesos inclusivos de este alumnado, así como se establecen como temas recurrentes: las metodologías de implementación; la CAA como parte de la tecnología de apoyo para la inclusión; los trabajos sobre percepciones de docentes y familias; y las estrategias colaborativas de los equipos participantes en los procesos inclusivos.
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