Inclusion of deafblind students and the regular teachers performance: a systematic bibliographic review

• Autor(a) principal: Branco, Ana Paula Silva Cantarelli
• Data de Publicação: 2018
• Outros Autores: Leal, Daniela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/26295
• topic: Special Education; Inclusion; deafblind; Educação Especial; Inclusão; Surdocego

This research aims to present a systematic review of studies on the inclusion of deafblind students and the performance of teachers and staff in the school context. We research articles, dissertations and theses. For online journals we went to the website of CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, in portuguese), and also we used the website “Portal Digital de Teses e Dissertações”. Twenty years of publications were selected, from 1996 to 2016. The following criteria were combined: Deafblindness, Special Education, Disability, Learning, Inclusion, School, Teacher, Teaching, Teaching and Teaching Strategies, in both Portuguese and English language. After the selection, through the reading of the title and abstract, we found 28 articles in which 03 were analyzed. The search for the theses and dissertations resulted in 11 researches and 06 were analyzed because they were related to the object of the study. The review enabled the majority analysis of research at the national level, and one in the international context. The objectives, samples, types of study, instrument and emphasis on the main results were analyzed. The studies implied in the absence of planned actions and fragmentation of the activities of the Specialized Educational Assistance, as well as lack of training of professional teachers and interpreter guides specialized in the pedagogical practice to the deafblind student. It is concluded that it is necessary to create possibilities for the promotion of continuous training in services in order to provide opportunities articulated in their daily practices to teachers of resource rooms, teacher of common room and guides-interpreters.