O processo de inclusão de crianças com deficiência auditiva em escola regular: vivências de professores

• Autor(a) principal: Rios, Noemi Vieira de Freitas
• Data de Publicação: 2007
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/12134
• topic: Deficiência auditiva; Educação especial; Reabilitação auditiva; Educacao especial; Educacao inclusiva; Surdos -- Educacao; Surdos -- Reabilitacao; CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA

Introduction: the focus of this study is mainstreaming of hearing impaired children, users of hearing aids or cochlear implant, that are in oral intervention programs with provision for their special needs. Objective: to describe and to discuss, from the perspective of teaches experiences, the process of mainstreaming of hearing impaired children. Method: Three children were selected between 05 and 09 years old, their teachers and their parents became also subject of this research. Through recorded interviews with the children's teachers, which were transcribed and later analyzed, and through interventions in the field diary, it was selected the material that allowed us to characterize the process of each child study inclusion. Results: The teachers' report about their experiences with the hearing impaired children of this study seems to indicate that, still today, in spite of the evolution of the inclusive practices, they prevail in the schools much more the presuppositions of the integration than the inclusion. The teachers were unanimous in admitting that they are not being sufficiently prepared to receive hearing impaired children and a little number of them knows about the development of the audition, of the language and on as those aspects influence and determine peculiar forms of the contents apprehension. They bring, still, visions based on the prejudice that the deaf cannot speak and they tend so much to underestimate as overestimating that student's capacity. It prevails the idea that is the child with special educational needs who should adapt himself to the atmosphere, to insist in to be integrated; or then, the teachers look for individual strategies of approach, without considering the process within the school project context. It is considered an individual problem and not a question incorporated in the school educational project. The articulation among school, family and the speech therapy seems to be decisive in the establishment of necessary and enough conditions so that the hearing impaired child could feel in conditions of going ahead, not only in social meeting terms, but also of knowledge apprehension of the most several areas. Final considerations: To review conceptions is not an isolated or individual attitude. In that net of cares, all need to be committed. It is necessary to immerse in the bases of the inclusion, to analyze the children's needs and to adapt projects for they become compatible with the educational conditions of each one of them. We will only like this be able to transform the reality, that many are called, but few are really mainstreamed