Resumo

ESPER, Marcos Venicio. Children with disabilities and foreign language learning: contributions and reflections. Constr. psicopedag. [online]. 2021, vol.29, n.30, pp.28-36. ISSN 1415-6954.  https://doi.org/10.37388/CP2021/v29n30a07.

This theoretical-reflective essay proposes to discuss and reflect about children with disabilities to learn a foreign language. It should be remembered that people with disabilities can present different times for the elaboration of the message and that the recipients - family, friends, school, health professionals - must be, at least, prepared for decoding and interpretation. Family members, education professionals, health professionals should be translators of the individual and subjective contexts of young people with disabilities, when necessary. The study of a foreign language is an important tool not only for academic purposes, but can bring cognitive benefits, assimilate different cultures, memory development, skills and competences. For this to happen, it is necessary to think about family communication aligned with the school and, the school, in turn, aligned with the young person. The school is not only important for the socialization of the disabled, but for its constitution as a subject.

Palavras-chave : Foreign Language; Language; Inclusion; Disabled People.

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