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BACKGROUND: Augmentative and Alternative Communication (AAC) systems are used by people with motor disabilities, such as those with cerebral palsy (CP). The assessment of physical functional skills is crucial for appropriately choosing the computer access tool. OBJECTIVE: This study aimed to do a systematic literature review addressing the importance of the analysis of physical functional performance for the construction of specific tools to support communication. METHODS: The review followed PRISMA guidelines. We searched articles from 2009 to 2021 using three databases (PubMed, Lilacs in Portuguese, and SciELO). Three reviewers extracted the data. Registration was made to PROSPERO. The risk of bias was assessed using the Cochrane Collaboration tool. RESULTS: We found 132 articles in the databases. First, we excluded 31 articles because they did not provide evidence for the use of alternative communication in people with CP and did not use high technology resources. We also excluded 57 duplicated articles. At the end of this first step, 44 articles were left, 38 of them were excluded because they are not clinical trials. We selected 6 articles for the final analysis. CONCLUSIONS: The systematic review had a positive impact on the precise dissemination of knowledge ensuring comparisons of interventions and articles such as assistive technology programs.

The novel coronavirus (SARS-CoV-2), responsible for the COVID-19 pandemic, causes a respiratory infection disease of rapid transmission through droplets in the air, from person to person, or by contact with contaminated surfaces. Infected people can be asymptomatic or symptomatic, with symptoms like pneumonia, which can lead to hospitalization of these patients. The role of speech therapists in the multiprofessional team has been extremely important in dealing with the pandemic, especially in symptomatic and intubated patients. After extubation, these patients can be affected by serious speech-language pathology consequences, requiring follow-up for rehabilitation with a speech-language therapist. Thus, the aim of this study was to carry out, in an unprecedented way, a review in the literature about the consequences of COVID-19 in the major areas of speech therapy. To meet this objective, a narrative review was carried out, from which it was possible to analyze the major areas of speech therapy in which patients had consequences during or after the COVID-19 infection, such as difficulties in swallowing (dysphagia), tracheostomy, tinnitus, hearing loss, language, and speech delay. It was also possible to present the importance of telephonoaudiology to accompanying patients. Given the above, from the data of this review, it was possible to observe that most of the consequences associated with COVID-19 dealt with the same context: after or during the period of infection, where patients were affected by speech-language pathology consequences which required intervention to assess, rehabilitate and, when necessary, apply appropriate therapy. Furthermore, future investigations, such as randomized clinical trials, are encouraged to better elucidate these consequences, since some information is still found in studies with low scientific evidence such as case reports.

Pesticides may cause a number of health problems and are considered oto-agressive agents. The objective of this study was to investigate the high frequency hearing characteristics of workers both with and without exposure to pesticides, that presented normal conventional audiometry. It involved a cross-sectional study with 87 workers, of both genders, between 19 and 59 years, with formal or informal jobs and some of whom worked with family agriculture, either using pesticides or not, who had taken High-Frequency Audiometry tests. The use of glyphosate was reported by 73% of workers and several pesticide mixtures occurred in 78% of them. There were no cases of proper use of personal protective equipment recommended for the activity. The workers exposed to pesticides had worse results in High-Frequency Audiometry tests in comparison with those who had no contact with pesticides (p0.0001). High-Frequency Audiometry has proved to be a useful and effective tool in the early detection of hearing loss caused by pesticides.Os agrotóxicos podem causar inúmeros problemas de saúde e são considerados agentes otoagressores. O objetivo deste estudo foi analisar as características auditivas nas altas frequências em trabalhadores com e sem exposição aos agrotóxicos, que apresentaram resultados normais na audiometria convencional. Estudo transversal com 87 trabalhadores, de ambos os gêneros, entre 19 e 59 anos, com vínculo de trabalho formal, informal e/ou que atuavam na agricultura familiar e realizaram Audiometria de Altas Frequências. O uso de glifosato foi relatado por 73% dos trabalhadores e as misturas de agrotóxicos diversos ocorreram em 78% deles. Não foi identificado uso adequado dos equipamentos de proteção individual recomendados para a atividade agrícola. Os trabalhadores expostos a agrotóxicos apresentaram piores resultados na Audiometria de Altas Frequências quando comparados aos que não tiveram contato com agrotóxicos (p0,0001). A Audiometria de Altas Frequências pode ser considerada um instrumento sensível para detectar, precocemente, alterações auditivas em trabalhadores expostos a agrotóxicos, e, seu uso em serviços de saúde poderá contribuir para as ações de vigilância em saúde do trabalhador.

Este artigo analisa o processo de formação continuada de professores na perspectiva inclusiva, a partir da proposição de um trabalho colaborativo junto a cinco escolas públicas regulares do estado de Sergipe. Para tanto, segue os pressupostos da pesquisa-ação críticocolaborativa ao acompanhar as práticas educacionais inclusivas efetivadas na escola segundo as políticas públicas instituintes adotadas. O lugar de tensão estabelecido nessa discussão permitiu que o discurso cristalizado em torno da inclusão, das políticas e do ensino ganhasse movimento, novos funcionamentos e sentidos.

Em tempos de assunção do paradigma da inclusão como norteador das práticas educativas, a formação do professor tem sido problematizada. Um dos desafios quando se pensa a proposição de uma formação de professores é a construção de um currículo de formação que atenda à heterogeneidade profissional. Este trabalho teve por objetivo acompanhar a elaboração do currículo de um curso de formação de professores na perspectiva inclusiva e seus efeitos, à luz da pesquisa-ação colaborativo-crítica. Referenciou-se os procedimentos realizados neste estudo pela Pesquisa-ação colaborativo-crítica. O grupo de sujeitos da pesquisa foi composto por 22 professoras das redes públicas estadual de Sergipe e municipal de um município da Grande Aracaju, entre professores da sala comum e do atendimento educacional especializado (AEE). Como resultados, foram eleitas três temáticas principais a serem contempladas no currículo: Comunicação Alternativa, Adaptação/Flexibilização Curricular e Práticas Pedagógicas Inclusivas. As demais temáticas seriam levantadas imprevisivelmente, de acordo com as necessidades que emergissem do/pelo processo. Os preceitos da pesquisa-ação convergiram para a construção de um currículo materializado a partir da implicação mútua dos participantes e pesquisadores. O olhar esteve dilatado para as demandas que iam surgindo conforme o processo formativo acontecia, dada a imprevisibilidade que a pesquisa-ação assume marcar processos iminentemente humanos, de transformação. Possibilitou-se, assim, que as problematizações lançadas pelo grupo de pesquisadores ecoassem no grupo de sujeitos, levando a um nível mais aprofundando e crítico de reflexão quanto à sua construção docente.

In this work, the purpose was thinking the learning evaluation and the use of Assistive Technology resources in students with disabilities. Discusses the inclusion as a challenge, what promote a reorientation in educational issues and the technical and financial support. To do so, intervene with municipal and state network schools in northeastern Brazil, guided by interlocution with the historical-cultural principles and collaborative-critical action research. Five (05) schools were accompanied weekly, where are enrolled students with severe disabilities. From the work with these students was possible to reflect about the procedures used in school, thinking how Assistive Technology resources reach there and what is your importance to ensure an adequate evaluation process. The following results are evident: only official policies are not able to delineate the work in schools, to modify the evaluation process, it is necessary to put them in motion, in discursive practices, in the actions, helping the school to become effectively as inclusion space. In schools there was any kind of adaptation to the evaluation process; students with disabilities did not participate of the evaluation; schools did not know TA resources; students with severe disabilities are not attended in their specificities in schools; the teachers in these schools understand the evaluation as a static and linear process; collaborative work can be an alternative to modify the actions at school. Lastly, the technology can be of service to the school, promoting the learning of these students. Nowadays, the educator must be prepared for the challenge of working in diversity producing new potential.