Alunos com implante coclear: desenvolvimento e aprendizagem / Students with cochlear implants: development and learning

Detalhes bibliográficos
Autor(a) principal: Azulay Kelman, Celeste
Data de Publicação: 2015
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/30796
Resumo: Inclusion of deaf students brings challenges, with unsatisfactory results, even with the participation of the interpreter and the resource room teacher. Deaf students with cochlear implants make situation more difficult because they interact among deaf peers who are sign language users and teachers do not have a neat information of how to deal with students with different features in the same class. This study aimed to investigate and analyze educational strategies used by teachers and the parents’ perception about linguistic development and learning. Classroom teachers, resource room teachers, one interpreter and parents were interviewed. Conclusion pointed that post lingual implanted students achieve better and among prelingual deaf implanted students, the ones who interact with sign language users and learn sign language at school have better academic achievement than the implanted deaf students whose parents opted by exclusive use of spoken language. 
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spelling Alunos com implante coclear: desenvolvimento e aprendizagem / Students with cochlear implants: development and learningSurdezImplante CoclearInclusãoDesenvolvimentoAprendizagemDeafnessCochlear implantInclusionDevelopmentLearningInclusion of deaf students brings challenges, with unsatisfactory results, even with the participation of the interpreter and the resource room teacher. Deaf students with cochlear implants make situation more difficult because they interact among deaf peers who are sign language users and teachers do not have a neat information of how to deal with students with different features in the same class. This study aimed to investigate and analyze educational strategies used by teachers and the parents’ perception about linguistic development and learning. Classroom teachers, resource room teachers, one interpreter and parents were interviewed. Conclusion pointed that post lingual implanted students achieve better and among prelingual deaf implanted students, the ones who interact with sign language users and learn sign language at school have better academic achievement than the implanted deaf students whose parents opted by exclusive use of spoken language. A inclusão de alunos surdos traz desafios, com resultados nem sempre satisfatórios, apesar do auxílio do intérprete e do atendimento educacional especializado. Alunos surdos com implante coclear tornam a situação ainda mais complexa, pois convivem com colegas surdos usuários de língua de sinais. Além disso, as professoras não têm uma orientação clara de como lidar com estudantes com diferentes características na mesma classe. O objetivo deste estudo foi investigar e analisar as estratégias educacionais usadas pelas educadoras e a percepção dos responsáveis sobre o desenvolvimento linguístico e a aprendizagem do aluno. Realizaram-se entrevistas com professoras de sala de aula e da sala de recursos, com uma intérprete e com os responsáveis. Concluiu-se que alunos com surdez pós-lingual implantados têm maior sucesso acadêmico, e entre os alunos com surdez pré-lingual, aqueles que convivem com colegas surdos sinalizadores e aprendem a língua de sinais na escola têm resultados acadêmicos melhores do que os alunos surdos implantados cujos responsáveis optam exclusivamente pela língua falada.Universidade Federal de Uberlândia2015-07-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/3079610.14393/ER-v22n1a2015-3 Ensino em Re-Vista; 2015: V. 22, N. 1 (jan./jun. 2015); 13-24Ensino em Re-Vista; 2015: V. 22, N. 1 (jan./jun. 2015); 13-24Ensino em Re-Vista; 2015: V. 22, N. 1 (jan./jun. 2015); 13-241983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/30796/16789Copyright (c) 2015 Ensino em Re-Vistahttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessAzulay Kelman, Celeste2022-12-07T22:03:16Zoai:ojs.www.seer.ufu.br:article/30796Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2022-12-07T22:03:16Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Alunos com implante coclear: desenvolvimento e aprendizagem / Students with cochlear implants: development and learning
title Alunos com implante coclear: desenvolvimento e aprendizagem / Students with cochlear implants: development and learning
spellingShingle Alunos com implante coclear: desenvolvimento e aprendizagem / Students with cochlear implants: development and learning
Azulay Kelman, Celeste
Surdez
Implante Coclear
Inclusão
Desenvolvimento
Aprendizagem
Deafness
Cochlear implant
Inclusion
Development
Learning
title_short Alunos com implante coclear: desenvolvimento e aprendizagem / Students with cochlear implants: development and learning
title_full Alunos com implante coclear: desenvolvimento e aprendizagem / Students with cochlear implants: development and learning
title_fullStr Alunos com implante coclear: desenvolvimento e aprendizagem / Students with cochlear implants: development and learning
title_full_unstemmed Alunos com implante coclear: desenvolvimento e aprendizagem / Students with cochlear implants: development and learning
title_sort Alunos com implante coclear: desenvolvimento e aprendizagem / Students with cochlear implants: development and learning
author Azulay Kelman, Celeste
author_facet Azulay Kelman, Celeste
author_role author
dc.contributor.author.fl_str_mv Azulay Kelman, Celeste
dc.subject.por.fl_str_mv Surdez
Implante Coclear
Inclusão
Desenvolvimento
Aprendizagem
Deafness
Cochlear implant
Inclusion
Development
Learning
topic Surdez
Implante Coclear
Inclusão
Desenvolvimento
Aprendizagem
Deafness
Cochlear implant
Inclusion
Development
Learning
description Inclusion of deaf students brings challenges, with unsatisfactory results, even with the participation of the interpreter and the resource room teacher. Deaf students with cochlear implants make situation more difficult because they interact among deaf peers who are sign language users and teachers do not have a neat information of how to deal with students with different features in the same class. This study aimed to investigate and analyze educational strategies used by teachers and the parents’ perception about linguistic development and learning. Classroom teachers, resource room teachers, one interpreter and parents were interviewed. Conclusion pointed that post lingual implanted students achieve better and among prelingual deaf implanted students, the ones who interact with sign language users and learn sign language at school have better academic achievement than the implanted deaf students whose parents opted by exclusive use of spoken language. 
publishDate 2015
dc.date.none.fl_str_mv 2015-07-05
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 https://seer.ufu.br/index.php/emrevista/article/view/30796
10.14393/ER-v22n1a2015-3
url https://seer.ufu.br/index.php/emrevista/article/view/30796
identifier_str_mv 10.14393/ER-v22n1a2015-3
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/30796/16789
dc.rights.driver.fl_str_mv Copyright (c) 2015 Ensino em Re-Vista
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2015 Ensino em Re-Vista
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2015: V. 22, N. 1 (jan./jun. 2015); 13-24
Ensino em Re-Vista; 2015: V. 22, N. 1 (jan./jun. 2015); 13-24
Ensino em Re-Vista; 2015: V. 22, N. 1 (jan./jun. 2015); 13-24
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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