The aim of this study was to identify communicative-argumentative characteristics in two children with Down Syndrome, to analyze the production of meaning assisted by argumentative discourse carried out with the researcher's help. To this end, data collection was carried out in a municipal primary school in the city of Recife, with the participation of students with Down Syndrome. The students with Down Syndrome carried out a discursive activity, individually, with the intervention of the researcher. The individual activities were performed with the help of a communication board, with the objective of establishing communication. These activities dealt with day-to-day topics related to the students' lives, which could be turned into polemic issues and discussion. The results demonstrated that students with Down Syndrome seem to posses discursive specificities in the way of argumentation. In general, the argumentative processes carried out by the students with Down Syndrome appeared discursively in the form of representative gestures and/or short verbalizations - vertical constructions.
Special Education; Argumentation; Communication impediments; Inclusion