The importance of sign language for the development of the deaf person: the notion of inclusion associated to the sense of belonging in the school environment

Detalhes bibliográficos
Autor(a) principal: Dall'Astra, Patricia Velho
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/13374
Resumo: This article aims to elucidate concepts related to the person with hearing disability, such as the disability itself and the sign language. Considering the school as one of the most important spaces for coexistence of children (deaf and hearing) and the sense of belonging that a person can develop in relation to the school, a brief analysis of the three main proposals of deaf education will be presented, to then establish a link between sign language and its importance for the development of the deaf person (especially in cases of pre-linguistic deafness), in order to facilitate their process of social inclusion. It is concluded that the school, being both a space of knowledge construction as of bonding, is the ideal place to relate school subjects to deaf culture, and encourage hearing people to learn sign language from an early age - and through efficient communication between people with and without disabilities, promote a truly inclusive environment.
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spelling The importance of sign language for the development of the deaf person: the notion of inclusion associated to the sense of belonging in the school environmentA importância da língua de sinais para o desenvolvimento da pessoa surda: A noção de inclusão associada ao sentimento de pertencimento no espaço escolar.Sign languageDeafnessEducation.língua de sinaissurdezeducação.This article aims to elucidate concepts related to the person with hearing disability, such as the disability itself and the sign language. Considering the school as one of the most important spaces for coexistence of children (deaf and hearing) and the sense of belonging that a person can develop in relation to the school, a brief analysis of the three main proposals of deaf education will be presented, to then establish a link between sign language and its importance for the development of the deaf person (especially in cases of pre-linguistic deafness), in order to facilitate their process of social inclusion. It is concluded that the school, being both a space of knowledge construction as of bonding, is the ideal place to relate school subjects to deaf culture, and encourage hearing people to learn sign language from an early age - and through efficient communication between people with and without disabilities, promote a truly inclusive environment.Este artigo se propõe a expor conceitos relativos à deficiência auditiva, como a deficiência em si e a língua de sinais. Considerando a escola como um dos mais relevantes espaços de convivência das crianças (surdas e ouvintes) e o sentimento de pertencimento que as pessoas podem desenvolver concernente a esse espaço, será apresentada uma breve análise das três principais propostas da educação de surdos, para, depois, estabelecer uma relação entre a língua de sinais e sua importância para o desenvolvimento da pessoa surda (especialmente nos casos de surdez pré-linguística), de modo a facilitar o processo de inclusão social da mesma. Conclui-se que a escola, por ser um espaço tanto de construção de conhecimento como de laços afetivos, é o lugar ideal para relacionar os conteúdos escolares com a cultura surda, além de incentivar ouvintes a aprenderem a língua de sinais desde cedo – e, através de uma comunicação eficiente entre pessoas com e sem deficiência, promover um ambiente cada vez mais verdadeiramente inclusivo.Palavras-chave: língua de sinais, surdez, educação.Universidade Federal de Santa Maria2014-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1337410.5902/1984686X13374Special Education Magazine; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 117-130Revista de Educación Especial; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 117-130Revista Educação Especial; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 117-1301984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/13374/pdfDall'Astra, Patricia Velhoinfo:eu-repo/semantics/openAccess2016-05-09T14:55:00Zoai:ojs.pkp.sfu.ca:article/13374Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2016-05-09T14:55Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv The importance of sign language for the development of the deaf person: the notion of inclusion associated to the sense of belonging in the school environment
A importância da língua de sinais para o desenvolvimento da pessoa surda: A noção de inclusão associada ao sentimento de pertencimento no espaço escolar.
title The importance of sign language for the development of the deaf person: the notion of inclusion associated to the sense of belonging in the school environment
spellingShingle The importance of sign language for the development of the deaf person: the notion of inclusion associated to the sense of belonging in the school environment
Dall'Astra, Patricia Velho
Sign language
Deafness
Education.
língua de sinais
surdez
educação.
title_short The importance of sign language for the development of the deaf person: the notion of inclusion associated to the sense of belonging in the school environment
title_full The importance of sign language for the development of the deaf person: the notion of inclusion associated to the sense of belonging in the school environment
title_fullStr The importance of sign language for the development of the deaf person: the notion of inclusion associated to the sense of belonging in the school environment
title_full_unstemmed The importance of sign language for the development of the deaf person: the notion of inclusion associated to the sense of belonging in the school environment
title_sort The importance of sign language for the development of the deaf person: the notion of inclusion associated to the sense of belonging in the school environment
author Dall'Astra, Patricia Velho
author_facet Dall'Astra, Patricia Velho
author_role author
dc.contributor.author.fl_str_mv Dall'Astra, Patricia Velho
dc.subject.por.fl_str_mv Sign language
Deafness
Education.
língua de sinais
surdez
educação.
topic Sign language
Deafness
Education.
língua de sinais
surdez
educação.
description This article aims to elucidate concepts related to the person with hearing disability, such as the disability itself and the sign language. Considering the school as one of the most important spaces for coexistence of children (deaf and hearing) and the sense of belonging that a person can develop in relation to the school, a brief analysis of the three main proposals of deaf education will be presented, to then establish a link between sign language and its importance for the development of the deaf person (especially in cases of pre-linguistic deafness), in order to facilitate their process of social inclusion. It is concluded that the school, being both a space of knowledge construction as of bonding, is the ideal place to relate school subjects to deaf culture, and encourage hearing people to learn sign language from an early age - and through efficient communication between people with and without disabilities, promote a truly inclusive environment.
publishDate 2014
dc.date.none.fl_str_mv 2014-12-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/13374
10.5902/1984686X13374
url http://periodicos.ufsm.br/educacaoespecial/article/view/13374
identifier_str_mv 10.5902/1984686X13374
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/13374/pdf
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 117-130
Revista de Educación Especial; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 117-130
Revista Educação Especial; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 117-130
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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