Deficiência auditiva: processo da criança com deficiência auditiva na escola regular de ensino infantil

Abstract

This study seeks to understand the challenges faced by children with hearing impairments in regular preschool education. The research underscores the significance of including these students, highlighting the barriers they encounter in the educational setting and the need for an adapted pedagogical approach. Hearing impairment is discussed not merely as a loss of hearing but as a factor influencing these individuals' learning quality. The role of both family and school is emphasized, recognizing their shared responsibility in promoting educational inclusion. Additionally, the importance of Brazilian Sign Language (LIBRAS) is accentuated as an essential tool to facilitate communication and learning for these children. The study also addresses the Specialized Educational Assistance (AEE) rooms as complementary resources in the educational process, not replacing standard education. The findings indicate the necessity for more effective public policies and adequate professional training to address this educational demand. The research begins with a history of inclusive education in the country, followed by an analysis of hearing impairment. The significance of LIBRAS is stressed, along with the role of AEE rooms. The study also delves into teacher training and public policies, concluding with the need to bolster inclusive measures in the educational environment.