A inclusão de surdos no ambiente escolar e o ensino do português escrito

Abstract

The process of inclusion has constituted one of the most prominent public policy and discussion in recent decades, since it seeks to ensure the right of access and retention of special education students in regular from the adoption of different teaching aids and referrals according as needed Special presented by educating included. Thus, this study aimed to analyze the problem involving the inclusion of deaf students in regular education, describing the difficulties encountered in the execution of its teaching and learning. For this, we used as a methodology to conduct literature searches whose authors analyzed allowed the elaboration of theoretical foundations and field research based on the application of a questionnaire given to two teachers working with deaf students in regular schools seeking to identify how they see their inclusion, and an interpreter that uses the Brazilian Sign Language (Libras) to translate the contents mediated by educators responsible for different curriculum subjects. Among the main results showed that the effectiveness of the inclusion of deaf students process depends directly of trained professionals, who have specialized knowledge of sign language to support school teachers. Furthermore, it is mentioned that there are still numerous difficulties involved in this process and that must be overcome, for this is the predominant formation of the teacher who acts in mainstream education to enlarge the methodological domains and also Pounds establishing a communication process more effective with the deaf student.