Interfaces cérebro-computador ou Interfaces cérebro-máquina (BCIs/BMIs do inglês Brain-computer interface/Brain-machine interface) são dispositivos que permitem ao usuário interagir com o ambiente ao seu redor sem que seja necessário ativar seus músculos esqueléticos. Estes dispositivos são de extrema valia para indivíduos portadores de deficiências motoras. Esta dissertação ambiciona revisar a literatura acerca de BMIs e expor diferentes técnicas de pré-processamento, extração de características e classificação de sinais neurofisiológicos. Em particular, uma maior ênfase será dada à Máquina de vetor de suporte (SVM do inglês Support-Vector machine), método de classificação baseado no princípio da minimização do risco estrutural. Será apresentado um estudo de caso, que ilustra o funcionamento de uma BMI, a qual permite ao usuário escolher um dentre seis objetos mostrados em uma tela de computador. Esta capacidade da BMI é conseqüência da implementação, através da SVM de um sistema capaz de detectar o potencial evocado P300 nos sinais de eletroencefalograma (EEG). A simulação será realizada em Matlab usando, como sinais de entrada, amostras de EEG de quatro indivíduos saudáveis e quatro deficientes. A análise estatística mostrou que o bom desempenho obtido pela BMI (80,73% de acerto em média) foi promovido pela aplicação da média coerente aos sinais, o que melhorou a relação sinal-ruído do EEG. / Brain-computer interfaces (BCIs) or Brain-machine interfaces (BMIs) technology provide users with the ability to communicate and control their environment without employing normal output pathway of peripheral nerves and muscles. This technology can be especially valuable for highly paralyzed patients. This thesis reviews BMI research, techniques for preprocessing, feature extracting and classifying neurophysiological signals. In particular, emphasis will be given to Support-Vector Machine (SVM), a classification technique, which is based on structural risk minimization. Additionally, a case study will illustrate the working principles of a BMI which analyzes electroencephalographic signals in the time domain as means to decide which one of the six images shown on a computer screen the user chose. The images were selected according to a scenario where users can control six electrical appliances via a BMI system. This was done by exploiting the Support-Vector Machine ability to recognize a specific EEG pattern (the so-called P300). The study was conducted offline within the Matlab environment and used EEG datasets recorded from four disabled and four able-bodied subjects. A statistical survey of the results has shown that the good performance attained (80,73%) was due to signal averaging method, which enhanced EEG signal-to-noise ratio.

No description available.

The main objective of the presented research is to design, fabricate, fully characterize, and assess the usability and functionality of a novel wireless tongue-operated assistive technology, called Tongue Drive System (TDS), that allows individuals with severe physical disabilities (such as quadriplegics) to effectively access computers, drive powered wheelchairs, and control environments using their voluntary tongue motion. The system can wirelessly detect users' tongue movements using an array of magnetic sensors, and a magnetic tracer secured on the tongue, and translate them into a set of user-defined commands in real time, which can then be used to communicate with target devices in users' environment. The principal advantage of the TDS is that a combination of magnetic sensors and a small permanent magnet can capture a large number of tongue movements, each of which can represent one specific command. A set of dedicated tongue movements can be configured as specific commands for each individual user based on his/her preferences, lifestyle, and remaining abilities. As a result, this technology can benefit a wide range of potential users with different types of disabilities. The work carried out in this dissertation is largely split into three portions: (1) Development, fabrication and characterization of external TDS (eTDS) prototypes to verify the concept of TDS that is detecting and extracting user's intention through their voluntary tongue motion, utilizing a combination of magnetic sensors and a small magnet, as well as the application of this idea in the context of assistive technology. This part of the work is presented in Chapters IV, V and VI. (2) Assessment of the TDS performance in medium term usage for both computer access and wheelchair control. The main purpose of this work was to gain valuable insight into the TDS learning process and its current limiting factors, which could lead the way in designing new generations of TDS with improved usability. This portion of the work is described in Chapter VII. (3) Development and performance assessment of a multimodal TDS (mTDS), that operates based on the information collected from two independent input channels: the tongue motion and speech. This multimodal system expands the access beyond one input channel and therefore improves the speed of access by increasing the information transfer bandwidth between users and computers. This part of the work is presented in Chapters VIII and IX. This dissertation has contributed to the innovation and advancement of the start-of-the-art assistive technology research by exploring, realizing and validating the use of tongue motion as a voluntary motor output to substitute some of the lost arm and hand functions in people with severe disabilities for computer access, wheelchair navigation, and environmental control.

The overall aim of this research project was to explore and describe the significance of assistive devices in daily life. The project involves two qualitative and two quantitative studies. Three of these studies were from the perspective of persons with stroke and one from the perspective of spouses of persons with stroke. A hermeneutic phenomenological lifeworld approach was used in the qualitative studies and data was obtained through conversational interviews with the two study groups, 22 persons with stroke and 12 spouses of persons with stroke, after the devices had been used for about a year. The results indicated that the lived experiences of assistive devices in respect of the different lifeworld existentials (lived body, lived space, lived time, lived human relation) are closely interconnected in both study groups. The lived body existential included aspects of habits, feelings and the incorporation, figuratively speaking, of the devices into their own bodies. Lived space concerned the gradual development of a new view of the environment and the devices’ role as a prerequisite for being able to live at home. The devices brought about a changed relation to lived time with respect to the temporal perspectives of past, present and future. To be able to take control of one’s own time was an important experience that the devices facilitated. Assistive devices were an integral part of the lived human relation between the couples in the study groups, as well as between the disabled persons/spouses and other people, including the health-care professionals. The devices contributed either to the maintenance or the change of social roles, but they sometimes also gave rise to the experience of being stigmatised. The results in the case of both study groups showed that the use of different devices is complex and often contradictory, especially when it comes to persons with stroke. Overall the persons’ experiences of the advantages of the devices overshadowed their experiences of the disadvantages. The quantitative studies included a pre- and post-assessment design. Thirty-two persons with disabilities after stroke were included. The impact of an outdoor powered wheelchair on activity and participation (IPPA, WHODAS II) and quality of life (PIADS, EQ-5D) was measured. Statistical analysis with mainly non-parametric tests was used to determine significant within-group and between-group changes after intervention. The conceptual framework ICF was used in one of the quantitative studies when classifying the participants’ stated problems. The results showed that the outdoor powered wheelchair is an essential device for persons with disabilities after stroke with regard to overcoming activity limitation and participation restrictions in everyday life. Furthermore it mostly has a positive impact on such users’ quality of life. However, it is also important to highlight the negative experiences of a few with regard to the use of powered wheelchairs. In sum, these results will enable prescribers to better understand the individual experiences of using assistive devices and the individuals’ and the families’ need for support in connection with the prescription of assistive devices, the particular example being powered wheelchairs.

This qualitative study develops a model of a virtual community for people with longterm, severe physical or mobility disabilities. The model also has implications for the wider community of people with disabilities. The study uses the Strauss and Corbin grounded theory methodology to inform the investigation from which a systematic theory has been developed. On the basis of this theory, the study proposes strategies for implementing the virtual community model. In-depth interviews were conducted with twelve Queenslanders with paraplegia, quadriplegia or other severe, long-term physical or mobility disabilities and with six health care professionals, service providers, information personnel and policy advisers involved in their well-being. The methodology used one interview question to determine their experiences and perceptions regarding virtual communities and the use of Information and Communications Technology (ICT). Each interview explored in detail the elements, enablers and barriers behind the usage of ICT and/or assistive technology. The personal responses and narratives of the people with disabilities who use the technology and their allied health care professionals were analysed and interpreted for meaning before the transcripts were returned to these participants for validation. Rich explanations were derived. Details of the various response categories of these interviews were analysed as part of the grounded theory, constant comparison methodology, and the relationship to the literature was considered. These de-constructed meanings were compared and contrasted with those in the current literature. The central theme to emerge from these narratives is that people with long-term disabilities regain a sense of control and independence in their lives through the use of ICT, as they move towards an on-line community. Other major themes that emerged from being on-line indicated that being on-line tended to break down people's isolation, while potentially changing the work paradigm (both vexed issues for people with disabilities). Information and communications technology and on-line communities offer ways to enhance every person's inclusion, participation and empowerment in our society. The primary outcome of the study is a theory regarding the character of virtual communities for people with long-term, severe mobility impairments that stakeholders may consider whenever such a virtual community is proposed. The theory is represented as a virtual community model. The model identifies the need for "a sense of control" as the foundational element of virtual communities for the disabled, and distinguishes the key domains in which disabled people participate in virtual communities. The barriers and enablers to their participation are specified within it. The model also provides a framework within which virtual communities can be facilitated. It melds six types of e-communities or sets of well-developed discrete categories (for example, themes, concepts) that the data from this study revealed: education-oriented, fantasy-oriented, information-oriented, interestoriented, relationship-oriented and transaction-oriented, depending on the type(s) of consumer need(s) to be met. The study concludes that although the technology itself provides strategies for independence and thus facilitates self-empowerment, it is also capable of being disempowering. Many interviewees referred to this aspect as a "double-edged sword". Empowerment and dis-empowerment are intersecting processes because of digital divide and information literacy issues and this "double-edged sword", which virtual reality presents for people with physical disabilities. Based on the new knowledge and the model as the outcomes of this study, a range of recommendations are discussed that have application in the community for persons with mobility impairments.

No description available.

Com o propósito de investigar a relação entre Comunicação Alternativa e Suplementar (CAS) e a Educação Especial, esta dissertação direcionou-se a conhecer os sentidos atribuídos à CAS por educadores especiais que atuam na Sala de Integração e Recursos (SIR) da Rede Municipal de Ensino de Porto Alegre/RS (RME). Para isso, os objetivos delineados voltaram-se para a análise dos sentidos produzidos acerca da CAS, investigar como CAS está sendo construída, enquanto área de conhecimento, pelos educadores especiais e identificar as necessidades de formação permanente relativas à implementação da CAS no trabalho articulado entre a SIR e a sala de aula comum. A perspectiva teórica que perpassa o trabalho localiza-se na teoria sócio-histórica. O conceito de sentido adotado é entendido, a partir dessa teoria, como contextual, reconstruído por cada sujeito a partir de suas práticas sociais e resultantes dos significados. Estes delimitam as palavras, o que viabiliza a linguagem humana. A metodologia desenvolvida, para os objetivos delineados, foi a de Grupo Focal combinada com observações realizadas pela pesquisadora nas SIRs, onde atuam os educadores especiais envolvidos na pesquisa. Participaram 08 (oito) educadoras especiais, todas atuando em SIR e que atendiam pelo menos um aluno/a com ausência ou dificuldade na expressão da linguagem oral. A dissertação discute e analisa este contexto da SIR, como o espaço do atendimento educacional especializado da RME. As análises sinalizaram que os sentidos para o profissional da Educação Especial, que atua na SIR acerca da CAS, focalizaram-se na relevância dos aspectos orgânicos do aluno decorrentes da deficiência para justificar a não utilização da CAS. Tal sentido evidencia a CAS como um recurso que favorecerá a comunicação somente daqueles alunos onde o quadro orgânico não for tão limitador. No entanto, constatou-se que as educadoras especiais estão promovendo meios alternativos de comunicação, seja com fotos, objetos concretos ou com recursos de informática. No âmbito da prática, elas percebem a necessidade da presença da Tecnologia Assistiva (TA), porém tal constatação suscita insegurança, pois ainda não é uma área de conhecimento próxima da sua formação docente e das suas práticas pedagógicas. A inserção da CAS, nos espaços da SIR e, consequentemente, para além dela, mostrou-se como perspectiva e não como ação planejada e sistemática. Assim, uma análise crítica, não somente sobre a chegada dos recursos de TA nas salas de recurso, com ênfase para a CAS, e suas repercussões para o educador especial – que assume inicialmente a função de operacionalizar tais recursos - é indispensável para a CAS ser utilizada não só na SIR, mas pelas Escolas. / Intending to investigate the relation between Alternative Communication and Augmentative (CAS) and the Special Education, this research is directed to investigate the senses attributed to the CAS for special educators who act in the Room of Integration and Resources (SIR) of the Municipal Network of Education of Porto Alegre /RS (RME). In this way, the objectives who have been announced had been turned toward the analysis of the senses produced concerning the CAS; to investigate as CAS are being constructed, while knowledge area, for the special educators, and to identify the relative necessities of permanent formation to the implementation of the CAS in the work articulated between the SIR and the common classroom. The theoretical perspective used in this investigation is situated in the partner historical theory. The concept of sense adopted direction is understood, from this theory, as a contextual, reconstructed by each subject to leaving of its practical social and resultant of the meanings. These helps to delimit the words what makes possible the language human. The methodology developed for the objectives outlined is the Focus Group which were combined with observations made by the researcher in which they operate SIRs special educators involved in research. Eight (08) special educators had participated. All of them acting in SIR and tooking care of at least one student with absence or difficulty in the expression of the verbal language. The research argues and analyzes this context of the SIR, as the space of the specialized educational attendance of the RME. The analyses had signaled that the senses for the professional of the Special Education that acts in the SIR concerning the CAS, had been focused in the relevance decurrent the organic aspects of the deficiency pupil to justify not using the CAS. Such senses, evidences the CAS as a resource that will only be favorable the communication of those pupils where the organic picture is not so limited. However, there are evidences that the special educators are promoting half alternative of communication, either with photos, concrete objects or with computer resources. In the practical scope they perceive the necessity of the Assistive Technology (TA), however such result excites unreliability, therefore not yet it is an area of their knowledge next to its pedagogical practical teaching formation. The insertion of the CAS, in the spaces of the SIR and, consequently, stops beyond it, were revealed as a perspective and not as a planned and systematic action. Thus, the critical analysis not only on arrival of resources TA, with emphasis for CAS, in rooms of resources, however that repercussions acquire for the special educator who assumes, initially, the function of employed such resources, are indispensable it CAS to be used not alone in the SIR but by the Schools. / Con el objetivo de investigar la relación entre Comunicación Aumentativa y Alternativa(CAS) y Educación Especial, esta disertación está dirigida a conocer los sentidos asignado a la CAS para los educadores especiales que trabajan en la Sala e Integración y Recursos (SIR) de la Red Municipal de Educación de Porto Alegre/RS (RME). Para eso, los objetivos descritos se direcionaran hacia el análisis de los sentidos producidos sobre CAS, investigar como a CAS está construyendose, como un campo de conocimiento, por los educadores especiales y identificar necesidades de capacitación para la aplicación de la CAS en un trabajo conjunto entre SIR y el salón de clases comun. La perspectiva teórica el trabajo se basa, se encuentra en la teoria sócio-histórica. El concepto de sentido es adoptado de esta teoría como contextuales, reconstruído por cada persona en sus prácticas sociales y resultantes de los significados. Estos delimitan las palabras que hacen el lenguaje humano posible. La metodología desarrollada para los objetivos planteados, fue la de Grupo Focal en combinación con observaciones hechas por la investigadora en la SIR donde trabajan los educadores especiales. Participaran 08 educadoras especiales, todas trabajando en la SIR y que atendian al menos un alumno/a con ausência o dificultad en la expresión del lenguaje oral. En la disertación se discute y analiza el contexto de la SIR como el espacio del atendimiento educacional especializado de la RME. Los análisis indicaron que los sentidos para el profesional de la Educación Especial que atua en la SIR sobre la CAS, se centro en la pertinência de los aspectos orgânicos que surjan de la discapacidad para justificar el no uso de la CAS. Este sentido, muestra la CAS como un recurso que permitirá comunicarse sólo aquellos estudiantes que las características orgânicas no es tan limitante. Sin embargo, se encontro que las educadoras especiales promueven médios alternativos de comunicación, ya sea con fotos, objetos concretos o recursos de computación. En el contexto de la práctica, se dan cuenta de la necesidad de la presencia de Tecnología Assistiva (TA), pero tal resultado produce incertidumbre, porque no es, todavia, un área de conocimiento cerca de la formación docente y de las prácticas pedagógicas. La introducción de la CAS en los espacios de la SIR y más allá por lo tanto, ha demostrado ser una perspectiva y no una acción sistemática y planificada. Por lo tanto, un análisis crítico no sólo de la llegada de los recursos de TA, con énfasis en CAS, en las SIR, pero ¿qué repercusiones tienen para el educador especial que, en un principio, asume la tarea de poner en funcionamiento estos recursos? Son cuestiones indispensables para CAS ser utilizada no sólo en la SIR, sino por las Escuelas.

This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made. / Inclusive Education / D. Ed. (Inclusive Education)

Made available in DSpace on 2016-06-02T20:18:13Z (GMT). No. of bitstreams: 1 3132.pdf: 3107997 bytes, checksum: 1b931ab55a545210b8e98eae0eee3ce1 (MD5) Previous issue date: 2010-05-10 / Universidade Federal de Sao Carlos / This work is composed of three distinct studies. In the first one, we compared the muscle coactivation of tibialis anterior (TA) and gastrocunemius medialis (GM) during quiet stance and the also during the stance phase of gait in hemiparetic subjects (hemiparetic group, HG, n=12) and in subjects with no neurologic injuries (control group, CG, n=10). We evaluated the TA and GM electromyographic signal and calculated their overlapping ratio (OR). We concluded that these individuals do not present significant coactivation alterations in the stance phase of gait, but in quiet stance they seem to use the coactivation of the non-paretic limb to maintain postural stability. In the second study we investigated the effects of the association of treadmill training with body weight support (TTBWS) associated with strength training of ankle muscles on the motor control in chronic hemiparetic subjects. Fifteen volunteers were distributed into 2 treatment groups: 1) TTBWS (G1; n=7); and 2) TTBWS associated with resistance training for dorsi and plantar flexors (G2; n=8). We evaluated muscle performance of plantar flexion and dorsiflexion in an isokinetic dynamometer through peak torque (PT), total work (TW) and acceleration time (AT) at the speeds of 60°/s and 120°/s. For gait analysis we assessed the ground reaction forces (GRF). There was an increase in PT and TT of plantar flexion at 60°/s in the paretic side, and an increase in the positive peak of the anterior-posterior GRF component in both sides of G2. We suggested that the proposed intervention leads to improvements in the components related to propulsion of gait. In the third study, we evaluated the effect of the robot assisted gait training (RAGT) in children with spastic diplegia. Twenty children (12 male, 5-13 years old) were evaluated for functional outcomes and spatial-temporal patterns of gait before, after and 3 months after the end of the intervention. Comparisons revealed significant improvements on functional outcomes and in gait mechanics. We concluded that RAGT promotes better gait patterns, and that the learning of this new task is retained even after the end of the intervention. / Este trabalho é composto por três estudos distintos. Inicialmente comparamos a coativação dos músculos tibial anterior (TA) e gastrocnêmio medial (GM) em postura ortostática e durante a fase de apoio da marcha de indivíduos hemiparéticos (grupo hemiparético, GH; n = 12) e de indivíduos sem lesões neurológicas (grupo controle, GC; n = 10). Avaliamos o sinal eletromiográfico do TA e do GM e calculamos a taxa de sobreposição dos mesmos (ICoa). Em atividade estática observamos maior ICoa no membro não parético do GH quando comparado com o membro dominante do GC. Concluímos que hemiparéticos não apresentam alterações significativas da coativação na fase de apoio da marcha, mas em atividade estática parecem utilizar o aumento da coativação do lado não parético para a manutenção da estabilidade. No segundo estudo investigamos os efeitos da associação do treino de marcha em esteira com suporte parcial do peso corporal (TMESPP) ao treinamento de força para a musculatura do tornozelo sobre o controle motor em indivíduos hemiparéticos crônicos. Quinze voluntários foram distribuídos em 2 grupos de tratamento: 1) TMESPP (G1; n=7) e 2) TMESPP associado ao fortalecimento da musculatura do tornozelo (G2; n=8). Avaliamos o desempenho muscular nos movimentos de plantiflexão e dorsiflexão em dinamômetro isocinético nas velocidades de 60°/s e 120°/s, através dos valores de pico de torque (PT), trabalho total (TT) e tempo de aceleração (TA). Para avaliação da marcha analisamos as forças de reação do solo (FRS). Houve aumento do PT e do TT da plantiflexão a 60°/s do lado parético, e aumento dos picos positivos do componente ântero-posterior das FRS em ambos os lados do G2. Sugerimos que a intervenção proposta provoca melhora nos componentes da propulsão da marcha. O terceiro estudo avaliou o efeito do treino de marcha assistido por robô (TMAR) em 20 crianças com diparesia espástica (12 sexo masculino, 5-13 anos). Avaliamos medidas funcionais e padrões espaço-temporais da marcha antes, após e três meses depois do término da intervenção. As comparações revelaram melhora significativa nas medidas funcionais e na mecânica da marcha. Concluímos que o TMAR promove melhoras nos padrões da marcha, e que a aprendizagem dessa nova tarefa é retida mesmo após a interrupção do treino.

Com o propósito de investigar a relação entre Comunicação Alternativa e Suplementar (CAS) e a Educação Especial, esta dissertação direcionou-se a conhecer os sentidos atribuídos à CAS por educadores especiais que atuam na Sala de Integração e Recursos (SIR) da Rede Municipal de Ensino de Porto Alegre/RS (RME). Para isso, os objetivos delineados voltaram-se para a análise dos sentidos produzidos acerca da CAS, investigar como CAS está sendo construída, enquanto área de conhecimento, pelos educadores especiais e identificar as necessidades de formação permanente relativas à implementação da CAS no trabalho articulado entre a SIR e a sala de aula comum. A perspectiva teórica que perpassa o trabalho localiza-se na teoria sócio-histórica. O conceito de sentido adotado é entendido, a partir dessa teoria, como contextual, reconstruído por cada sujeito a partir de suas práticas sociais e resultantes dos significados. Estes delimitam as palavras, o que viabiliza a linguagem humana. A metodologia desenvolvida, para os objetivos delineados, foi a de Grupo Focal combinada com observações realizadas pela pesquisadora nas SIRs, onde atuam os educadores especiais envolvidos na pesquisa. Participaram 08 (oito) educadoras especiais, todas atuando em SIR e que atendiam pelo menos um aluno/a com ausência ou dificuldade na expressão da linguagem oral. A dissertação discute e analisa este contexto da SIR, como o espaço do atendimento educacional especializado da RME. As análises sinalizaram que os sentidos para o profissional da Educação Especial, que atua na SIR acerca da CAS, focalizaram-se na relevância dos aspectos orgânicos do aluno decorrentes da deficiência para justificar a não utilização da CAS. Tal sentido evidencia a CAS como um recurso que favorecerá a comunicação somente daqueles alunos onde o quadro orgânico não for tão limitador. No entanto, constatou-se que as educadoras especiais estão promovendo meios alternativos de comunicação, seja com fotos, objetos concretos ou com recursos de informática. No âmbito da prática, elas percebem a necessidade da presença da Tecnologia Assistiva (TA), porém tal constatação suscita insegurança, pois ainda não é uma área de conhecimento próxima da sua formação docente e das suas práticas pedagógicas. A inserção da CAS, nos espaços da SIR e, consequentemente, para além dela, mostrou-se como perspectiva e não como ação planejada e sistemática. Assim, uma análise crítica, não somente sobre a chegada dos recursos de TA nas salas de recurso, com ênfase para a CAS, e suas repercussões para o educador especial – que assume inicialmente a função de operacionalizar tais recursos - é indispensável para a CAS ser utilizada não só na SIR, mas pelas Escolas. / Intending to investigate the relation between Alternative Communication and Augmentative (CAS) and the Special Education, this research is directed to investigate the senses attributed to the CAS for special educators who act in the Room of Integration and Resources (SIR) of the Municipal Network of Education of Porto Alegre /RS (RME). In this way, the objectives who have been announced had been turned toward the analysis of the senses produced concerning the CAS; to investigate as CAS are being constructed, while knowledge area, for the special educators, and to identify the relative necessities of permanent formation to the implementation of the CAS in the work articulated between the SIR and the common classroom. The theoretical perspective used in this investigation is situated in the partner historical theory. The concept of sense adopted direction is understood, from this theory, as a contextual, reconstructed by each subject to leaving of its practical social and resultant of the meanings. These helps to delimit the words what makes possible the language human. The methodology developed for the objectives outlined is the Focus Group which were combined with observations made by the researcher in which they operate SIRs special educators involved in research. Eight (08) special educators had participated. All of them acting in SIR and tooking care of at least one student with absence or difficulty in the expression of the verbal language. The research argues and analyzes this context of the SIR, as the space of the specialized educational attendance of the RME. The analyses had signaled that the senses for the professional of the Special Education that acts in the SIR concerning the CAS, had been focused in the relevance decurrent the organic aspects of the deficiency pupil to justify not using the CAS. Such senses, evidences the CAS as a resource that will only be favorable the communication of those pupils where the organic picture is not so limited. However, there are evidences that the special educators are promoting half alternative of communication, either with photos, concrete objects or with computer resources. In the practical scope they perceive the necessity of the Assistive Technology (TA), however such result excites unreliability, therefore not yet it is an area of their knowledge next to its pedagogical practical teaching formation. The insertion of the CAS, in the spaces of the SIR and, consequently, stops beyond it, were revealed as a perspective and not as a planned and systematic action. Thus, the critical analysis not only on arrival of resources TA, with emphasis for CAS, in rooms of resources, however that repercussions acquire for the special educator who assumes, initially, the function of employed such resources, are indispensable it CAS to be used not alone in the SIR but by the Schools. / Con el objetivo de investigar la relación entre Comunicación Aumentativa y Alternativa(CAS) y Educación Especial, esta disertación está dirigida a conocer los sentidos asignado a la CAS para los educadores especiales que trabajan en la Sala e Integración y Recursos (SIR) de la Red Municipal de Educación de Porto Alegre/RS (RME). Para eso, los objetivos descritos se direcionaran hacia el análisis de los sentidos producidos sobre CAS, investigar como a CAS está construyendose, como un campo de conocimiento, por los educadores especiales y identificar necesidades de capacitación para la aplicación de la CAS en un trabajo conjunto entre SIR y el salón de clases comun. La perspectiva teórica el trabajo se basa, se encuentra en la teoria sócio-histórica. El concepto de sentido es adoptado de esta teoría como contextuales, reconstruído por cada persona en sus prácticas sociales y resultantes de los significados. Estos delimitan las palabras que hacen el lenguaje humano posible. La metodología desarrollada para los objetivos planteados, fue la de Grupo Focal en combinación con observaciones hechas por la investigadora en la SIR donde trabajan los educadores especiales. Participaran 08 educadoras especiales, todas trabajando en la SIR y que atendian al menos un alumno/a con ausência o dificultad en la expresión del lenguaje oral. En la disertación se discute y analiza el contexto de la SIR como el espacio del atendimiento educacional especializado de la RME. Los análisis indicaron que los sentidos para el profesional de la Educación Especial que atua en la SIR sobre la CAS, se centro en la pertinência de los aspectos orgânicos que surjan de la discapacidad para justificar el no uso de la CAS. Este sentido, muestra la CAS como un recurso que permitirá comunicarse sólo aquellos estudiantes que las características orgânicas no es tan limitante. Sin embargo, se encontro que las educadoras especiales promueven médios alternativos de comunicación, ya sea con fotos, objetos concretos o recursos de computación. En el contexto de la práctica, se dan cuenta de la necesidad de la presencia de Tecnología Assistiva (TA), pero tal resultado produce incertidumbre, porque no es, todavia, un área de conocimiento cerca de la formación docente y de las prácticas pedagógicas. La introducción de la CAS en los espacios de la SIR y más allá por lo tanto, ha demostrado ser una perspectiva y no una acción sistemática y planificada. Por lo tanto, un análisis crítico no sólo de la llegada de los recursos de TA, con énfasis en CAS, en las SIR, pero ¿qué repercusiones tienen para el educador especial que, en un principio, asume la tarea de poner en funcionamiento estos recursos? Son cuestiones indispensables para CAS ser utilizada no sólo en la SIR, sino por las Escuelas.