[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-452405-105":59,"doc-detail-452405-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","special-issue-special-education","SPECIAL ISSUE - SPECIAL EDUCATION","","The study examines how a preschool classroom routine can be adapted to support students with disabilities through graphic systems within a collaborative action program. Conducted in a school in southeastern Brazil, the program involved a researcher, a teacher, 22 children, and a mother of a child with disabilities over four months. Data were collected via logbooks, filming, and digital recordings of interviews. Analysis highlights that children used the graphic system in daily tasks, improved word reading, and benefited from teacher mediation and planned instructional routines. Findings emphasize the need for training for school partners to enhance inclusive practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/special-issue-special-education/452405/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/special-issue-special-education/452405.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the aim of the study?","Question",{"text":112,"@type":113},"The study aimed to describe how graphic systems were used in the routine of a preschool classroom through a collaborative program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the collaborative action program?",{"text":117,"@type":113},"The program involved a researcher, a teacher, 22 preschool children, and a mother of a child with disabilities, plus a special education support teacher.",{"name":119,"@type":110,"acceptedAnswer":120},"What results were identified about the impact of graphic systems?",{"text":121,"@type":113},"Children used the graphic system in school tasks, it supported reading words, and teacher mediation and planned daily activities helped integrate the system among students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},452405,1791478079,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","SPECIAL ISSUE  \nSpecial Education: Differences and Curriculum, Teaching, and  \nLearning Processes  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 23 Number 34 | March 16th, 2015 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nUse of Graphic Systems in the Routine of a Regular Classroom With a Disabled Student  \nDébora Deliberato  \nUniversidade Estadual Paulista “Julio de Mesquita” -UNESP  \nBrasil  \n&  \nLeila Regina d’Oliveira Paula Nunes  \nUniversidade do Estado do Rio de Janeiro-UERJ  \nBrasil  \nCitation: Deliberato, D., & Nunes, L. R. d’O. P. (2015). Use of graphic systems in the routine of a regular classroom with a disabled student. (translated version, originally published as: Deliberato, D.,& Nunes, L. R. d’O. P. (2015) . Uso de sistemas gráficos na rotina da sala de aula regular com aluno com deficiência. Arquivos Analíticos de Políticas Educativas, 23(34). Dossiê Educação Especial: Diferenças, Currículo e Processos de Ensino e Aprendizagem II. Editoras convidadas: Márcia Denise Pletsch &  \nGeovana Mendonça Lunardi Mendes. [http://dx.doi.org/10.14507/epaa.v23.1655](http://dx.doi.org/10.14507/epaa.v23.1655)  \nUse of Graphic Systems in the Routine of a Regular Classroom with a Disabled Student Abstract: The school environment adapted to the diversity of students is an important goal, but it is a challenge when it comes to the diversity of students with disabilities. The aim of this study was to describe the use of graphic systems in the routine of a preschool classroom through a collaborative program. The study included a teacher, 22 children of a preschool classroom in a school located in a  \nPágina web: [http://epaa.asu.edu/ojs/](http://epaa.asu.edu/ojs/ Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/ Manuscript) received: 28/02/2015  \nFacebook: /EPAAA Revisions received: 7/06/2015  \nTwitter: @epaa_aape Accepted: 10/06/2015  \nUse of Graphic Systems SPECIAL ISSUE: SPECIAL EDUCATION 2  \nlarge city southeastern Brazil, the mother of a child with disabilities and a special education teacher. A program of collaborative action was carried out among the researcher, the teacher and the students to insert the graphic system in the routine of educational activities for four months. The activities were recorded through a log book, filming and digital recording of interviews. The results obtained from the analysis of the themes identified that the children used the graphic system in the routine of the school tasks, the graphic system helped children in reading the words, the teacher facilitated the insertion of the graphic system from the mediation of the researcher, and the routine of educational activities planned by the teacher facilitated the insertion of the graphic system in the classroom among the students. The study reinforced the need for a training program aimed at school partners to include students with disabilities.  \nKeywords: special education; inclusion; augmentative and alternative communication; teacher training  \nEl uso de Sistemas Gráficos en la Rutina de la Clase Regular con un Estudiante Discapacitado  \nResumen: El ambiente escolar adaptado a la diversidad de los estudiantes es una meta importante, pero es un reto cuando se trata de la diversidad de los estudiantes con discapacidades. El objetivo de este estudio fue describir el uso de sistemas gráficos en la rutina de una clase de alumnos preescolares a través de un programa de colaboración. El estudio incluyó a un maestro, a 22 niños de una clase de preescolar en una escuela de una gran ciudad en el sureste de Brasil, la madre de un niño con discapacidad, y un maestro de educación especial. Un programa de acción de colaboraciónfue realizado entre el investigador, el profesor y los estudiantes para insertar el sistema gráfico en la rutina de actividades educativas durante cuatro meses. Las actividades fueron registradas a través de un libro de registro, filmación y grabació","cbCaij7Hr0NVRsfX","https://ap.wps.com/l/cbCaij7Hr0NVRsfX","pdf",573403,29,"English","# Use of Graphic Systems in the Routine of a Regular Classroom With a Disabled Student","[{\"question\":\"What was the aim of the study?\",\"answer\":\"The study aimed to describe how graphic systems were used in the routine of a preschool classroom through a collaborative program.\"},{\"question\":\"Who participated in the collaborative action program?\",\"answer\":\"The program involved a researcher, a teacher, 22 preschool children, and a mother of a child with disabilities, plus a special education support teacher.\"},{\"question\":\"What results were identified about the impact of graphic systems?\",\"answer\":\"Children used the graphic system in school tasks, it supported reading words, and teacher mediation and planned daily activities helped integrate the system among students.\"}]","SPECIAL ISSUE - SPECIAL EDUCATION | PDF",1790737053,73]