PROCESSO DE INCLUSÃO DE DEFICIENTES AUDITIVOS NA EDUCAÇÃO INFANTIL

Abstract

In the educational field, the inclusion of students with hearing impairments should take place from kindergarten onwards. They must know a priori that regardless of the chosen teaching model, whether it is a regular school, a bilingual school or a school for the deaf, it is of fundamental importance that the rights and accessibility are ensured so that the deaf student can build their identity and add knowledge, being able to to develop their autonomy in everyday life. In this sense, based on records of authors, among them, Quadros (2004), Gomes (2008), Garbe (2012), Silva (2006), Dorziat (1997), Segala (2009) and also in the research of Brazilian legislation, sought to analyze the problem of whether the deaf have actually been included in the initial grades, in addition to pondering the importance of the teaching professional for the inclusion of these students. For this, this work aimed to reflect on how the school inclusion of children with hearing impairment occurs in the Early Childhood Education stage. The approach of this work is qualitative, as there was no numerical deepening, considering that the development of the research took place during the confrontation of the COVID 19 disease, with no possibilities for field research. It is known that it is a challenge to follow an inclusive education proposal for any disability, and deafness is no different, but we must believe that with the continuing education and commitment of education professionals, it will be possible to develop quality work, benefiting not only the learners, but also their families and communities to which they belong.