Acessibilidade comunicacional da criança surda na educação infantil

Abstract

Full development of deaf children largely hinges on access to proper communication, particularly during early childhood education, a crucial period in the establishment of cognitive and social pillars. This study seeks to analyze the communicational accessibility of deaf children in early childhood education, zeroing in on applied pedagogical practices and the integration of these students into inclusive educational arenas. Based on research about the cognitive and socio-emotional development of deaf children, as well as contemporary inclusive education literature, an exhaustive literature review was conducted. Besides the gaps found in educator preparedness to cater to this specific audience, findings also revealed that when appropriately supported, deaf children exhibit significant advancements in social and academic skills. However, infrastructure and teacher training often fall short in many contexts. In conclusion, this study reiterates the pressing need for robust public policies and ongoing training programs, aiming to foster genuine and effective inclusion of deaf children in the educational system.