Inclusão do deficiente auditivo nas escolas urbanas e rurais do Município de Mazagão-AP

Abstract

The theme of inclusive education has raised concerns in the educational environment, concerns and enthusiasms, concerns due to the difficulties about what encompasses inclusion and enthusiasms since some achievements have already been achieved. Education for all, therefore, implies an educational system that recognizes, respects and responds, with pedagogical efficiency, to each student who is part of it. This study aimed to research how the inclusion of students with hearing impairment is occurring in two schools in the city of Mazagão-AP. The survey was conducted at Dom Pedro I and Fagundes Varela state schools, 26 teachers and 3 coordinators participated in the survey. The field research had a qualitative approach, with an inductive method, with the use of a questionnaire containing open and closed questions. The data were categorized and analyzed through the synthesis of responses and detailed reading of all the transcribed material to identify categories of analysis, according to Bardin (1977). In the perception of teachers and coordinators, inclusive teaching implanted in institutions is considered regular, and the challenges encountered are listed as: lack of continuing education, absence of family and the absence of an interpreter in practice in the classroom