A inclusão de crianças surdas nos anos iniciais do ensino fundamental: algumas reflexões

Abstract

The present work aims to analyze the process of inclusion of deaf children in the initial years of Elementary School through some reflections, seeking to answer the follow l g question: What are the difficulties encountered in the inclusion of deaf students in the initial years of Elementary School? It was stipulated as a general objective of the work to understand the inclusion processes faced by deaf students in the initia E years of Elementary School, and as specific objectives: to conceptualize the process of inclusion of deaf students in the initial years of Elementary School; to identify the main difficulties that deaf students face during inclusion in the early years of lementary School and to characterize bilingual education for the deaf, having Libras as their first language and Portuguese as a second language. The methodology used for the development of the study was the literature review. This research shows that sc ho oling spaces should promote the integral development of deaf students, having Libras as their mother tongue and Portuguese as their second language. It also emphasizes that bilingual education for the deaf is extremely important for truly inclusive and r ev olutionary education, in the sense of allowing the overcoming of simple respect for differences, in order to move towards the real social emancipation of deaf students.