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|Type:||Artigo de periódico|
|Title:||The Inclusion Of Deaf Students In High School And Vocational Education: Looking At Teacher Discourse [a Inclusão Do Aluno Surdo No Ensino Médio E Ensino Profissionalizante: Um Olhar Para Os Discursos Dos Educadores]|
De Conto J.
|Abstract:||The aim of this study was to investigate teaching practices, from the perspective of the educational team, in high school and vocational education when there are deaf students in the classroom. We conducted a qualitative feld study; data collection occurred using an unstructured interview with two classroom teachers, two pedagogues and one Brazilian Sign Language (Libras) interpreter who work with three deaf students in regular education. Te survey was conducted in a state school that is considered a reference in deaf education, in a medium sized city in a rural part of the state of Paraná. Te dataset was divided into themes and analyzed according to content. Te categorical topics under discussion were positive and negative aspects - inclusion of deaf students in regular education, teaching methodologies used in the classroom with deaf students, the Libras interpreter in regular schools. We concluded that even though the inclusion of deaf students is being carried out, access to learning is not necessarily being ensured. Te reasons for this include communication difficulties between teachers and deaf students, lack of understanding about deafness and the application of isolated methodological adaptations isolated in the classroom. We hope this study will instigate further discussions about the inclusion of deaf students in regular education, enabling this group to partake in an educational experience that respects the uniqueness of deafness, and that offers them the necessary conditions to fully engage in the social community in which they live.|
|Editor:||Associacao Brasileira de Pesquisadores em Educacao Especial|
|Appears in Collections:||Unicamp - Artigos e Outros Documentos|
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