Inclusive education of the deaf student and the teaching of Brasilian Sign Language: an analysis of the literature
DOI:
https://doi.org/10.36311/2358-8845.2019.v6n2.04.p47Keywords:
Inclusion. Dea Student. Brazilian Sign LanguageAbstract
The objective of this study was to analyze scientific productions regarding inclusive education of the deaf student and the teaching of Brazilian Sign Language. The adopted method was literature review and the used descriptors were inclusive education and Brazilian sign language. The consulted databases were Capes Portal, Scientific Electronic Library Online (SCIELO), Latin American and Caribbean Literature in Health Sciences (LILACS), EBSCO host research platform and Google Scholar on the subject of interest published in the period from 2003 to 2017. The researchers have found 30 national articles and carried out their studies analysis. The categorization of these studies were made into six thematic axes: public policies for the inclusion of deaf students; inclusion of deaf students with the presence of a sign language interpreter; educational trajectory of the deaf and the deaf movements; teacher training in Libras and work with deaf students; clinical and socio-anthropological conception of deafness and sign language teaching for the deaf in schools. Research has shown that, despite advances in public education policies for deaf individuals, there are still challenges to ensure bilingual education and quality education.
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Author Biography
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Ana Claudia Tenor, Secretaria Municipal de Educação de Botucatu
Doutora em Educação. Faculdade Filosofia e Ciências da Universidade Estadual Paulista “Júlio de Mesquita Filho”- UNESP Campus de Marília/SP. Mestre em Fonoaudiologia. Pontifícia Universidade Católica de São Paulo. Fonoaudióloga da Secretaria Municipal de Educação de Botucatu/SP.
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Qualis Capes (2017-2020)
Education: B1
