THE DEAF STUDENT AND THE CLASSROOM:

acceptance or inclusion?

Abstract

The inclusion of deaf students in Brazilian schools is a factor that attracts the attention of many people, especially relatives who are concerned about the potential of knowledge when these are really encouraged by means of adequate stimuli in childhood. There are several forms of inclusion, but even so, we cannot deny that the majority of deaf students suffered and still suffer from an irresponsible educational system that is much more concerned with numerical results, with research levels than with the full training of those involved. It is important to emphasize that the inclusion discussed here goes far beyond the acceptance of this deaf student in the classroom and comes up against a series of conditions and preferences that, in the vast majority of cases, are not provided by schools. The physical space does not accommodate everyone as the law requires, and if we turn our attention to the teaching staff, we will find people unprepared to work with these students. A bilingual education aims to create possibilities for students to build their image positively, allowing them to use Libras as a natural language, identify their peers and learn Portuguese to also integrate into the listening culture. Thus, deaf people need their own teaching methodology that emphasizes the visual, in an appropriate environment, as they have the same possibilities for development as listeners, but for this to be real, they need their needs to be better met.