THE IMPACT OF SOCIAL ISOLATION ON THE LEARNING OF DEAF STUDENTS

Abstract

The social isolation imposed by the COVID-19 pandemic radically transformed educational systems, exposing and intensifying inequalities in access to quality education, particularly for deaf students who fundamentally depend on visual resources, face-to-face interactions, and specific mediations. The abrupt transition to remote teaching compromised accessibility, communication, and participation conditions that sustain learning for this population. This study analyzes the impact of social isolation on deaf students' learning, investigating technological, pedagogical, linguistic, and psychosocial challenges. The methodology adopts a qualitative approach of applied nature, with exploratory-descriptive objectives, using semi-structured interviews in Brazilian Sign Language, adapted questionnaires, observation of remote classes, and documentary analysis. The results reveal four central dimensions: technological and accessibility barriers related to the absence of qualified interpreters and limitations of digital platforms; impacts on learning specific content with declines in academic performance; psychosocial consequences including loneliness, anxiety, and compromised construction of deaf identities; and coping strategies developed by students, teachers, and families. The conclusions indicate that inclusive education for deaf students requires recognition of linguistic diversity, investments in communicational accessibility, and systemic transformations that guarantee educational equity in face-to-face, remote, and hybrid contexts.