HEARING IMPAIRMENT AND SCHOOL INCLUSION: A THEORETICAL REVIEW

Abstract

School inclusion requires individualized practices, such as early identification, assessment of the specific needs of each student, the support of interpreters, the use of adapted resources, and access to truly inclusive environments. Thus, this study proposes to understand how legal provisions address the inclusion and rights of people with disabilities; how people with hearing impairment and teachers understand and experience inclusive practices; and, what are the impacts of the performance of families on the development and inclusion of people with disabilities. This is a narrative literature review, with data collected in electronic scientific databases, such as SciELO, LILACS and PEPSIC, based on the descriptors "disability", "hearing impairment" and "school inclusion" in Portuguese. A total of 40 studies were located, 21 of which were selected, which were systematized and categorized through the Content Analysis technique. It is concluded that the Laws and Regulations form a legal basis for the inclusion of students with hearing impairment.  From the perspective of students with disabilities, despite inclusive education policies, they still face significant barriers to access and permanence in regular education. For teachers, the inclusion of students with hearing impairment involves a series of pedagogical and emotional challenges, especially when seeking to adapt their teaching methods and use assistive technologies to promote student participation. The family plays a crucial role in the process of school inclusion, since the acceptance and recognition of hearing impairment are fundamental to ensure the necessary support in the learning process.