PAZ, E. O.; http://lattes.cnpq.br/7881416580042884; PAZ, Edna Oliveira da.
Resumo:
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.