Abstract
ABSTRACT Objective: to verify if the current Brazilian Legislation assures the effective school inclusion of individuals with communication disorders. Methods: the present study is an integrative review. Legislation related to the topic was searched on public databases, such as the website of the Planalto Palace (Brazilian Federal government headquarters), the website of the Culture and Education Ministry (Ministério de Educação e Cultura - MEC) the website of the National Education Council from Federal Government. Brazilian laws, ordinances and guidelines regarding special education of individuals with autism, intellectual disability, hearing impairment and dyslexia were consulted, since the descriptor "Communication Disorders" did not show any results. Results: twenty-one (21) identified norms met the inclusion criteria. Among these, thirteen (13) address disabilities in a generalized manner. The other eight (8) regulations are specific in relation to autism, intellectual disability, hearing impairment and dyslexia. Conclusion: despite the significant number of norms, the current Brazilian legislation does not allow for real school inclusion. Individuals with communication disorders do not have a specific legislation that could guide the peculiarities of each disorder, as well as their special educational needs. Thus, it was concluded that these individuals need legal support respecting their specificities, to allow their effective school inclusion.
Highlights
Communication is the means through which the individual receives and expresses the language and it is fundamental for socialization and integration in the community[1].Mankind presents a pattern of development for verbal communication, which changes according to the language abilities and speech acquisition in all languages
According to the American Speech Language and Hearing Association (Asha), communication disorders may be defined as impairments in the ability to receive and/or process a symbolic system, which may be noticed in hearing; language; and speech processes
The objective was to verify if the current Brazilian legislation assures school inclusion of individuals with communication disorders. This was an integrative review about the current legislation in the country related to the school inclusion of children with special educational needs, which aimed to analyze the norms adopted for the protection of children with communication disorders
Summary
Communication is the means through which the individual receives and expresses the language and it is fundamental for socialization and integration in the community[1]. Mankind presents a pattern of development for verbal communication, which changes according to the language abilities and speech acquisition in all languages. Authors have reported that human communication should be considered a complex system that involves many different dimensions, rather than only the biological domain, such as body language, writing and verbal communication[2]. According to the American Speech Language and Hearing Association (Asha), communication disorders may be defined as impairments in the ability to receive and/or process a symbolic system, which may be noticed in hearing (sensitivity, function, processing and physiology); language (form, content and communicative function); and speech processes (articulation, voice and fluency). The disorders may have variable degrees of severity; they may be developmental or acquired; may lead to primary (diseases of primary or idiopathic manifestation) or secondary deficits (diseases of secondary manifestation, resulting from a greater expression), and they may occur in isolation or combined[4]
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