Educação inclusiva: desenvolvimento e aprendizagens dos alunos.

Abstract

This study focuses on addressing the issue of deafness, in order to promote a education aimed at combating prejudice in the school environment and encouraging students to live with the other respecting how to be different. The study presents an approach to historicity of the deaf, inclusive education and educational trends about deaf children's learning. Inclusive education throughout history has had a arduous walk to the present day. The view, in relation to the deaf person, changed a lot throughout the history of mankind. Knowledge of its legal frameworks is essential for the building a broad vision of education for people with disabilities. School inclusion of deaf people in public schools has the premise that it is necessary to reproduce for the deaf the same conditions in which the listener acquires the oral language. The discussion on the inclusion of deaf in the educational context has been a field for numerous reflections, the trends that adopted throughout the history of the deaf, and that it is necessary to understand that it is not enough to just that the deaf go to school, but that they attend to their needs. The said research was carried out through the following steps: data collection, observation and analysis of data. An interview was conducted with 10% of the school's students. In the quantitative and qualitative analysis carried out through interviews and observation, he identified concepts related to inclusive education. The present study reveals that the majority of the interviewees inclusive education as the opportunity for people with disabilities to be included in regular schools in every way, from the physical part of the school to the pedagogical one. They admit that the school to be inclusive needs adequate qualification to meet the needs of needs of their students. However, actions are necessary, since the inclusive education does not survive only on theories, it is the result of collective action within the school institution. In it, the educator sees the students with a new look. The same students also demonstrate the need to expand the concept of education inclusive, as some still associate an inclusive school with an exclusive school for children with special educational needs. Finally, the interviewed students consider that the inclusive school and one that works with difference, striving for interaction, socialization and overcoming existing prejudices with students who have disabilities.