What hearing children think regarding the inclusion of deaf children in the regular classroom: a comparative study with Brazilian children in a public and a private school
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/1405 |
Resumo: | The present study investigates how hearing children relate to the presence of a deaf child in a classroom group. An analysis is made of the influence of social class in relation to the acceptance of the deaf child by the hearing children. The 144 children from the 3rd to 5th series that participated in the study were distributed thus: 76 from a private school and 68 from a public school, both from Porto Alegre, RS. The public school largely attended lower level socioeconomic classes, while the private school attended pupils from predominantly middle to upper social classes. All received the same task: Complete a story that describes the reaction of hearing students to the insertion of a new deaf colleague in the classroom group. The study demonstrates that pupils wish to attempt to communicate with the deaf child and would socialize with the child outside the classroom. They demonstrate a somewhat protective discourse in relation to the subject who they consider disabled but not incapable of communicating. Understanding how hearing children relate to, and include a deaf child within the classroom, raises the possibility of new forms of thinking regarding the preparation of hearing children to possible inclusion processes. Recognizing their ideas, feelings and forms of communication aids educational institutions to invest in inclusion policies. |
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What hearing children think regarding the inclusion of deaf children in the regular classroom: a comparative study with Brazilian children in a public and a private schoolO que pensam as crianças ouvintes a respeito da inclusão de crianças surdas no ensino regular: um estudo comparativo com crianças brasileiras de uma escola pública e uma escola privadaThe present study investigates how hearing children relate to the presence of a deaf child in a classroom group. An analysis is made of the influence of social class in relation to the acceptance of the deaf child by the hearing children. The 144 children from the 3rd to 5th series that participated in the study were distributed thus: 76 from a private school and 68 from a public school, both from Porto Alegre, RS. The public school largely attended lower level socioeconomic classes, while the private school attended pupils from predominantly middle to upper social classes. All received the same task: Complete a story that describes the reaction of hearing students to the insertion of a new deaf colleague in the classroom group. The study demonstrates that pupils wish to attempt to communicate with the deaf child and would socialize with the child outside the classroom. They demonstrate a somewhat protective discourse in relation to the subject who they consider disabled but not incapable of communicating. Understanding how hearing children relate to, and include a deaf child within the classroom, raises the possibility of new forms of thinking regarding the preparation of hearing children to possible inclusion processes. Recognizing their ideas, feelings and forms of communication aids educational institutions to invest in inclusion policies.O presente estudo investiga como crianças ouvintes descrevem a inserção de uma criança surda em uma sala de aula. Analisa-se a influência da classe social em relação à aceitação da criança surda pelas crianças ouvintes. Participaram do estudo 144 crianças, de 3ª a 5ª séries, assim distribuídas: 76 de uma escola privada e 68 de uma escola pública, ambas pertencentes ao município de Porto Alegre, RS. A escola pública atende fundamentalmente às classes sociais de nível socioeconômico baixo, e a escola privada atende alunos de classe social predominantemente média e alta. Todos receberam a mesma tarefa: completar uma história que descrevia a reação de crianças ouvintes à inserção de uma nova colega surda na turma. O estudo demonstra que os alunos têm a intenção de realizar alguma forma de comunicação com a criança surda e de promover momentos de integração dentro e fora do ambiente de sala de aula, embora demonstrem um discurso, de certa forma, protetor em relação a esse sujeito que consideram não apto, mas ainda capaz de se comunicar. Compreender como crianças ouvintes poderiam relacionar-se e incluir uma criança surda em sala de aula levanta possibilidades de novas formas de pensar a preparação de tais crianças para eventuais processos de inclusão. Reconhecer as idéias, sentimentos e formas de comunicação das crianças auxilia as instituições educacionais a investir em políticas de inclusão.Palavras-chave: Inclusão escolar. Representação social. Educação especial.Universidade Federal de Santa Maria2010-10-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/140510.5902/1984686X1405Special Education Magazine; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010Revista de Educación Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010Revista Educação Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 20101984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/1405/1264Dorneles, Beatriz VargasBedin, VirginiaVasconcelos, Isabel Cristina PeregrinaVargas, Rosane da Conceiçãoinfo:eu-repo/semantics/openAccess2014-05-09T19:43:42Zoai:ojs.pkp.sfu.ca:article/1405Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-05-09T19:43:42Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
What hearing children think regarding the inclusion of deaf children in the regular classroom: a comparative study with Brazilian children in a public and a private school O que pensam as crianças ouvintes a respeito da inclusão de crianças surdas no ensino regular: um estudo comparativo com crianças brasileiras de uma escola pública e uma escola privada |
title |
What hearing children think regarding the inclusion of deaf children in the regular classroom: a comparative study with Brazilian children in a public and a private school |
spellingShingle |
What hearing children think regarding the inclusion of deaf children in the regular classroom: a comparative study with Brazilian children in a public and a private school Dorneles, Beatriz Vargas |
title_short |
What hearing children think regarding the inclusion of deaf children in the regular classroom: a comparative study with Brazilian children in a public and a private school |
title_full |
What hearing children think regarding the inclusion of deaf children in the regular classroom: a comparative study with Brazilian children in a public and a private school |
title_fullStr |
What hearing children think regarding the inclusion of deaf children in the regular classroom: a comparative study with Brazilian children in a public and a private school |
title_full_unstemmed |
What hearing children think regarding the inclusion of deaf children in the regular classroom: a comparative study with Brazilian children in a public and a private school |
title_sort |
What hearing children think regarding the inclusion of deaf children in the regular classroom: a comparative study with Brazilian children in a public and a private school |
author |
Dorneles, Beatriz Vargas |
author_facet |
Dorneles, Beatriz Vargas Bedin, Virginia Vasconcelos, Isabel Cristina Peregrina Vargas, Rosane da Conceição |
author_role |
author |
author2 |
Bedin, Virginia Vasconcelos, Isabel Cristina Peregrina Vargas, Rosane da Conceição |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Dorneles, Beatriz Vargas Bedin, Virginia Vasconcelos, Isabel Cristina Peregrina Vargas, Rosane da Conceição |
description |
The present study investigates how hearing children relate to the presence of a deaf child in a classroom group. An analysis is made of the influence of social class in relation to the acceptance of the deaf child by the hearing children. The 144 children from the 3rd to 5th series that participated in the study were distributed thus: 76 from a private school and 68 from a public school, both from Porto Alegre, RS. The public school largely attended lower level socioeconomic classes, while the private school attended pupils from predominantly middle to upper social classes. All received the same task: Complete a story that describes the reaction of hearing students to the insertion of a new deaf colleague in the classroom group. The study demonstrates that pupils wish to attempt to communicate with the deaf child and would socialize with the child outside the classroom. They demonstrate a somewhat protective discourse in relation to the subject who they consider disabled but not incapable of communicating. Understanding how hearing children relate to, and include a deaf child within the classroom, raises the possibility of new forms of thinking regarding the preparation of hearing children to possible inclusion processes. Recognizing their ideas, feelings and forms of communication aids educational institutions to invest in inclusion policies. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-10-13 |
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/1405 10.5902/1984686X1405 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/1405 |
identifier_str_mv |
10.5902/1984686X1405 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/1405/1264 |
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. 23, n. 37, maio/ago. 2010 Revista de Educación Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010 Revista Educação Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010 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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1799944198205472768 |