TEACHING PRACTICES WITH STUDENTS WITH COMPLEX COMMUNICATION NEEDS DURING THE PANDEMIC: REPORTS FROM BRAZILIAN TEACHERS
Bibliographic record
Abstract
The global impact of the ongoing pandemic has been unprecedented, including in the field of education. Emergency adaptations to teaching and learning methods have become a reality for students and teachers alike, highlighting the significant structural challenges that already existed within the Brazilian education system, particularly for students facing socioeconomic and communication-related difficulties. This study presents and discusses reports from Brazilian teachers in the state of Rio Grande do Norte regarding their pedagogical practices with students with complex communication needs in the early years of primary school, in the context of the pandemic. A semi-structured individual interview was conducted with 14 male and female teachers who supported children with complex communication needs between the ages of six and ten in the early years of primary school in the state of Rio Grande do Norte, to inform the methodological operationalization. The main results indicated that, following the announcement of the pandemic, teaching took place in different ways in the surveyed contexts. The participants listed several difficulties, such as limited contact between students and teachers, inadequate monitoring of students' progress and a lack of suitable technological resources for teaching. WhatsApp and smartphones were also the most frequently used means of communication during remote classes, facilitating communication and learning during the pandemic. The participants considered the use of augmentative and alternative communication systems important for communicating with children during the pandemic, but felt it could have been more effective if technological and material resources had been available during remote classes. Finally, the recommendations focus on providing teachers with training in Augmentative and Alternative Communication Systems, as well as expanding studies on the subject.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0422/a.php" alt="Hit counter" /></p>
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".