Os impactos da formação continuada na inclusão de alunos surdos

Abstract

According to the current model of school inclusion defended nationwide, schools must have specialized services to suport the needs of deaf students . In practice, unfortunately, students with disabilities are students of the "resource room" or " to the interpreter " in the case of the deaf . With this concern , we conducted during the year of 2013 , the project entitled Graduating Inclusive Teachers , aiming to identify the with teachers Polos Schools ( EP ) in the city of João Pessoa / PB what are the main difficulties in including deaf in their classrooms, and in this direction we offer a continuing course that supported the teachers in their educational practice. For this was offered an extension course of LIBRAS - Brazilian Sign Language which was drawn from the difficulties pointed out by the teachers, following a sequence of activities.50 teachers who had deaf students in their classroom in the city of João Pessoa participated of this course. From the 50 teachers who were enrolled in the extension course, 33 completed it and those who have completed 19 completed the questionnaire , which aimed to collect data that made it possible to confirm the hypothesis , that the continued formation of the Brazilian Sign Language can generate positive impacts on teaching practice . It was observed that teachers pointed out the issue of communication as the main obstacle to become effective inclusion and the need to learn sign language to improve their educational practices and that they feel unprepared to act with deaf students. It is important to realize how necessary it is that the regular teachers being specialized in order to students with disabilities are truly their students.