A inclusão de surdos no ensino fundamental

Abstract

This bibliographic research deals with one of the most discussed topics in the educational field: the school inclusion of deaf children. It aims to reflect on the relevance of partnerships for better learning through the family, school and society as a co-participant in the inclusive process. The study was carried out from wide bibliographical research. For the realization of this, resorted to some theorists: Carvalho, (1999), Mantoan, (2003), Mader (1997), between others. Based on readings and reflections on the subject, it is possible to state that the effective inclusion of deaf children in the educational or social sphere only occurs in speeches, because in practice what is seen are unprepared teachers/schools, lack of access and thus end up being excluded, having their rights denied. Making the school an open and suitable space for inclusive teaching of deaf children is a challenge, as many obstacles are encountered in meeting the specificities of deaf children in regular education.