A INCLUSÃO DO SUJEITO SURDO NO ENSINO REGULAR: ANÁLISES E REFLEXÕES

Abstract

School inclusion will be an improvement of the school with legal determination and as presented by the student on agreement, being responsible for specification according to the need to assist in the work developed in their school process. This monograph aims to understand the role of the teacher and the interpreter in the inclusion of the deaf student; to know the main difficulties faced by the regular education teacher with the deaf; to investigate the different methodologies of work carried out with students with deafness.The theoretical references that will give clues to the theme will be built based on the readings of (GOLDFELD, M 1997), (MANTOAN, M.T 2003), STAINBACK, S: STAINBACK, W(1999). The readings of the works of these authors allowed the perception of an analysis bias that seeks to highlight the inclusion of people with disabilities in society, citizens of rights, belonging to regular education by right. The methodology used in this monograph consists of bibliographical research from recent years. Based on the studies studied, we will present how the authors have observed the methodological proposals for teaching the deaf person. Thus, we will base ourselves on how teachers and interpreters work with deaf students in regular education. We conclude that the school's challenge is to make the education offered for all universal and of quality. Respect the individual and learn from each other. When the deaf is in evidence, it is necessary to consider the importance of bilingualism, with sign language as the first language and language of instruction without disregarding the country's language in its written modality. For us to aim for this, everyone involved with the school has to commit. The challenge is not just to welcome and integrate but to learn from the subjects where dialogue is essential in the process.