THE INCLUSION OF DEAF STUDENTS IN REGULAR SCHOOLS: CHALLENES AND PERSPETIVES

Abstract

The discussion on inclusive education has intensified considerably in recent decades, requiring regular schools to organize themselves to welcome all students, including those with disabilities. However, merely guaranteeing access to school does not ensure effective inclusion. Many teachers still feel unprepared to deal with diversity. This article analyzes the main challenges related to the inclusion of deaf students in regular schools, taking into account formative, communicational, and institutional aspects that influence learning. From a bibliographic perspective, the importance of Brazilian Sign Language (LIBRAS), the role of bilingual education, and the legal requirements that ensure the right to inclusive education are discussed. The results indicate that although Brazilian legislation is advanced, the implementation of inclusion for deaf students still faces obstacles related to teacher training, communication accessibility, and pedagogical adaptations. It is concluded that, for education to be truly inclusive, it is necessary to recognize LIBRAS as a mother tongue, respect deaf identity, and continuously invest in training and resources that ensure full accessibility in the school environment.