Abstract

FERRO CAVALCANTE, Tícia Cassiany  and  PATRICIA ATAIDE FERREIRA, Sandra. Cognitive impairments and communicational accessibility in schools: contributions from Vygotsky's theory . Ciênc. cogn. [online]. 2011, vol.16, n.3, pp. 057-065. ISSN 1806-5821.

People with cognitive impairments are those who present intellectual deficiency or other deficiencies, which have intellectual deficiency as the secondary hindrance. These impairments can possibly cause complications in oral communication. The revision of the literature aims to reflect on the contributions of the socio-historical theory of Vygotsky over the learning process of people with deficiencies and with cognitive impairments. Here, we emphasize compensation processes as a possible way of widening the potential of these people through the use of cultural systems/artifacts of communication in social interactions, especially at schools. Such processes can contribute to the reduction of barriers imposed by society when people with deficiencies are not segregated, which characterizes a secondary deficiency. The school has the role of reducing barriers and guaranteeing the accessibility of all students, using assistive technological resources, which in the case of communicational impairments it refers to alternative ways of communication. © Cien. Cogn. 2011; Vol. 16 (3): 043-056.

Keywords : deficiency; cognitive impairments; accessibility; communication; Vygotsky.

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