INCLUSION AND TRAINING: THE INCLUSION OF DEAF STUDENTS IN REGULAR SCHOOLS AND THE CHALLENGES FOR TEACHER TRAINING
Keywords:
Inclusive Education, Teacher Training, LIBRASAbstract
This Final Course Project aims to analyze teacher training from the perspective of the inclusion of deaf students in regular schools. The research problem that guided it is: What are the implications for teacher training in order to achieve the inclusion of deaf students in regular schools? The research approach is based on a literature review and theoretical foundation grounded in important authors such as Perlin (2007), Mazzota (2011), Fávero (2004), Gesser (2009), Marques (2007), among others. It is assumed that difficulties related to inclusion are found from early childhood education to the final years of basic education, in various curriculum topics. Given this, how to teach a language that is not the deaf person's mother tongue? What strategies, methodologies, and approaches are used for teaching the second language, namely, Libras (Brazilian Sign Language)? What are the necessary requirements to delve into this teaching and learning? What skills should a teacher possess, and what are the requirements for deaf students to understand and master the written Portuguese language, considering that learning a second language does not occur "naturally," that is, it requires a formal educational space with teachers qualified for this role, aware of their actions, knowledgeable in LIBRAS (Brazilian Sign Language), and preferably accompanied by deaf educators proficient in this language? Given these ideal conditions, which are infrequent in our current school system, it is believed that there is still a long way to go.
