HOW TO RECEIVE A DEAF STUDENT FOR INCLUSION? Samanta Cassuriaga Carvalho Noronha, Irene da Silva Coelho

Abstract

The objective of this review study is to compile basic information about the unique characteristics of deaf students, as well as their differentiated educational needs, to provide guidance and support to teachers. Computerized databases were used to collect data, using the following keywords: deafness, inclusion, Libras (Brazilian Sign Language). The results were grouped into three categories: language and language, characteristics of Libras, and teaching Portuguese as a second language. The category language and language distinguishes these two concepts. In the second category, the focus is on the characteristics of Brazilian sign language, as well as its parameters. The third category deals with appropriate methodologies for teaching Portuguese to the target audience. The review showed that after demonstrations by the deaf community, Law 10436 of 2002 was enacted. Brazil was considered a bilingual country and Libras, the second official language. Subsequently, decree 5626 of 2005 regulated the mandatory access to communication, information and education for all students with deafness. There was a significant increase in the number of deaf students or those with hearing impairments, who were included in regular public and private schools, although, in general, teachers lack practical support on the processes of learning a language without hearing. Thus, basic information on the differentiated educational needs of this student body was compiled.