Deficiência auditiva e seus reflexos nos processos de aprendizagem: um estudo de caso

Abstract

There is a relationship between hearing and learning difficulties, since the working integrity of hearing physiological mechanisms is a requirement for achieving reading and writing skills. This research was originated by the clinical internship in psychopedagogy, when the evaluative and interventional practice with a child with mild hearing loss was experienced. The objective was to know the reflexes provoked by this deficiency in the child’s reading and writing learning processes, besides to describe the consequences of the difficulties of reading and writing and, finally, to present possible pedagogical orientations to be applied in classroom and to contribute with probable psychopedagogical strategies about the auditory deficit. This study was developed at the Center for Psychological Attendance of the Teaching Clinic from UFPB (Federal University of Paraíba) with a ten year old female child, attending the 5 th year of elementary school and who has problems in reading and writing knowledge caused by mild auditory deficit. The study was divided into two parts and took eight months. The first was an evaluation process of the main complaints (learning difficulties in reading and writing, lack of attention and concentration with suspected dyslexia). The second, an interventional stage, consisted in the direct use of auditory discrimination linked to the phonic method. Through the intervention actions, it was observed that the learner has a hearing discrimination to detect the differentiation of phonetic sounds and that, for the continuity of learning evolution, it is necessary to use the hearing aid in order to detect and discriminate the phonemes with the objective of overcoming the learning difficulty in the course of teaching-learning process.