INCLUSIVE EDUCATION: A STUDY OF THE INCLUSION PROCESS OF HEARING-IMPAIRED STUDENTS IN THE 4TH AND 5TH GRADES OF MAINSTREAM EDUCATION AT THE IGARAPÉ DO MEIO TEACHING CENTER – MA

Abstract

Lately, even with the laws that govern Inclusive Education, it is evident that welcoming children with special educational needs remains a major challenge. From this standpoint, the study sought to understand the current reality of the inclusion of deaf students at the Igarapé do Meio Teaching Center, in Maranhão. This study aimed to analyze the inclusion process of 4th- and 5th-grade elementary school students with hearing impairment at the Igarapé do Meio Teaching Center (MA), in order to understand the aspects and factors that contribute to the integration of these students into mainstream classes. To this end, the study observed, in the investigated school, how the inclusion of students with hearing impairment takes place. A visit to the school was conducted, and a questionnaire was administered to four (4) teachers. It was found that teachers in mainstream classrooms, in addition to lacking specific training in Brazilian Sign Language (Libras), do not master sign language. It was also observed that, in most cases, they lack basic information considered fundamental for the proper development of students with hearing impairment.