A INCLUSÃO DO ALUNO SURDO NO ÂMBITO ESCOLAR: um desafio aos profissionais de educação em parceria com a família

Abstract

In view of the implementation of Inclusive Special Education and that this is quite recent from a historical and even didactic pedagogical point of view, it is necessary to reflect in this context the inclusion of the deaf student in the school environment, which requires the educators to analyze of praxis and strategies considered fundamental so that the deaf student is not only included by the bias of the current legislation, but has a quality inclusive education with a view to the exercise of citizenship through autonomy. Based on this assumption, this study will be based on different bibliographical and documentary sources. It will clearly highlight the challenges of including a deaf child in the context of common teaching, especially regarding the tripod action-reflection-action, because it is through action the pedagogical work, the reflection on learning teaching strategies geared specifically to the disability in question, in this specific case the deafness, and finally the action through attitudinal elements which certainly validates the real commitment of the school institution towards the inclusion, a Instead, what is at stake in the socio-cultural process is the being in development and participates in the processes of interaction with their peers, that is, the so-called normal children. In order for inclusion to occur in fact, it is necessary to innovate educational pedagogical practices that break with entrenched paradigms. Even because including quality is part of the process of democracy in education.