Estratégias de ensino e adaptações curriculares para a alfabetização de alunos com deficiência auditiva

Abstract

This study aimed to raise theoretical information about teaching strategies and curricular adaptations in the literacy of students with hearing impairment, focusing on Brazilian Sign Language (LIBRAS), through a systematic review of the existing literature on the subject. The qualitative narrative bibliographical research was the modality used to carry out this study. Throughout the research, some of the main difficulties faced by teachers in this teaching process were identified, such as the lack of resources and adequate teaching materials, the lack of specific training in LIBRAS and inclusive education, and the lack of institutional and governmental support. However, several teaching strategies and curriculum adaptations that can be used to make the learning process more effective and inclusive were also identified, including the use of visual aids, games and recreational activities, group work and the use of assistive technologies. It is hoped that this study can contribute to the understanding of the challenges faced by teachers in teaching literacy to students with hearing impairment and to the identification of teaching strategies and curriculum adaptations that can be used to make the learning process more effective and inclusive.