PSYCHOMOTRICITY AND HEARING IMPAIRMENT: AN INTEGRATIVE PERSPECTIVE IN EDUCATION

Abstract

The education of children with hearing loss is a challenge that still directly affects society, especially regarding the rights of individuals with special needs, such as the deaf. These children need access to essential resources like education, healthcare, employment, leisure, and other aspects that ensure their full development and social integration. A late diagnosis of this deficiency can severely hinder child development, particularly in the educational sphere, where historically, many deaf individuals have been judged incapable of performing activities considered common for people without disabilities. In light of this reality, the present article aims to analyze the learning development of deaf students, exploring psychomotricity as an alternative to guide this process. Psychomotricity is presented as a tool that facilitates teaching and learning by integrating movement and play, helping the child to better understand their body, limitations, and potentialities. To achieve this objective, a bibliographic analysis will be conducted based on existing studies on the application of psychomotricity in the education of children with hearing impairments. By focusing on movement, psychomotricity enables an inclusive and differentiated pedagogical approach, promoting the cognitive and social development of these students.