Atitudes de professores frente à inclusão de alunos com deficiência auditiva

Abstract

The inclusion of students with hearing impairment is an increasingly common fact in the country's educational context. Although in theory education policies have been developed to guarantee the rights of students with special educational needs in regular schools, in practice these goals have not been effectively achieved. In dealing specifically with students with hearing impairment, it has been considered relevant that the teacher needs to be aware of his role within the inclusive school process, adopting a positive attitude towards inclusion and can determine the quality of teaching and the teacher student. Given the above, it is necessary to analyze the ideological and operational attitudes of teachers towards the inclusion of children with hearing impairment in the regular school, constituting the general objective of this study. Eleven teachers participated in this study, nine female teachers and two male teachers, who teach in three public schools, in the elementary school, in the municipality of João Pessoa. For the data collection, the Likert Social Attitudes Scale in Relation to Inclusion (ELASI) was used, consisting of thirty-five items. The results show that teachers presented scores considered to be high, revealing that teachers present favorable social attitudes regarding the inclusion of students with hearing impairment. This result suggests that, taking into account that social attitudes constitute good predictors of actions that are directed to the attitudinal object, it is possible that this favorable attitude promotes the realization of the ideals of inclusive education.