LIBRAS AND EDUCATION: THE INCLUSION OF DEAF STUDENTS

Abstract

The inclusion of people with disabilities in Brazil is the subject of numerous studies and discussions. Education professionals address numerous issues regarding the difficulties in the teaching and learning process in inclusive settings, especially for deaf students in regular schools. From this perspective, teachers must be proficient in Brazilian Sign Language and simultaneously provide strategies for learning to occur and students to progress in their linguistic and cognitive development. Furthermore, deaf students lack stimulating educational spaces that explore their capabilities in all aspects. Therefore, this paper aims to present some of the main legal frameworks regulating Inclusive Education, as well as reflect on aspects related to the initial and continuing training of teachers for inclusive work. Furthermore, it highlights some problems encountered in the teaching and learning process for deaf students, as well as the need to rethink a new educational model that welcomes and, above all, employs professionals willing to learn from differences and capable of fighting for a school that fosters communication and mutual understanding.