Deaf Education From the Perspective of Inclusion

Abstract

Problems of communication between deaf students and teachers who have no knowledge of Libras are frequent. In inclusive schools, mediation, made by the interpreter, proves to be insufficient for the development of these students. This work aims at exposing some reflections on the pedagogical practices of teachers from inclusive classrooms and the way in which content is presented to deaf students. The research methodology privileged a qualitative approach by means of questionnaires applied to teachers, deaf students, and Libras interpreters. The study took place in Municipal Schools, in Itajaí, Santa Catarina. Some of the answers obtained through the questionnaire indicated teachers lacked knowledge about Libras and deaf culture. In these schools, we also did not observe the practice of adapting content, neither the use of visual aids to facilitate learning for deaf students.

Keywords: content adaptation, Brazilian sign language, school inclusion