INCLUSION ACTIONS FOR DEAF STUDENTS FOR BILINGUAL EDUCATION IN THE REGULAR CLASSROOM

Abstract

The growth in the number of bilingual schools has led to the need for multilingualism, which is an important and emerging debate. With regard to deaf education, it is even more necessary due to the quality inherent in inclusive education. In this vein, this paper aims to analyze the importance of inclusive actions in bilingual education for the deaf today, considering the changes as attitudes with which society has been constructing and sharing new meanings. The problem is the difficulties inherent in the acquisition of a second language and educational policy. As for the methodological aspects, this is a literature review, with a qualitative approach. The results show that multilingualism in education for the deaf has been marked by numerous challenges due to the limitations arising from teaching practice; however, the insertion of new techniques and training can improve the teaching and learning process, bringing a new look to the teaching process in this area. Therefore, it can be concluded that the new practices in the act of literacy will be passed on to the next generations, as a new methodology that can be very advantageous.