CONTINUING EDUCATION OF TEACHERS FOR THE INCLUSION OF DEAF STUDENTS IN REGULAR EDUCATION SCHOOLS

Abstract

The present research: “Continuing teacher training for the inclusion of deaf students in regular schools has the general objective of verifying whether teachers in regular classes in municipal schools in Barcarena/PA” have the knowledge to work with deaf students. Qualitative research, exploratory/descriptive in nature, using case study techniques. A bibliographical survey was carried out, using books, articles and legislation relevant to deaf education. The locus of the research was two public schools in the Municipality of Barcarena-PA, with deaf students enrolled. The results revealed that the schools surveyed do not have everything that the model predicts or should provide. With an inadequate physical structure for these students, the school becomes exclusionary. Professionals have some resistance when it comes to including students with SEN, as they do not have qualifications focused on this topic, they are indifferent to this student. Inclusive education unfortunately still does not work adequately for reasons such as: insufficient teacher training and lack of school structure. Many believe that these students should attend an AEE classroom and not be in regular classes, as the teacher's attention is insufficient. Therefore, new attitudes and forms of interaction at school are essential, demanding a new attitude towards the acceptance of individual differences. These initiatives promote children's adaptation, in general, enhancing social interactions and learning through cooperation, in which the teacher is a mediator.