A inclusão de alunos com surdez no ensino comum

Abstract

The present study with the theme, "The inclusion of students with deafness in common education", emerged from the compulsory curricular traineeship in early childhood education, where we find a student with deafness in the nursery class. Since these students are included in the common education and according to the curriculum where the course contemplates in the disciplines of special education, awakened us by the broad subject for our formation. With the purpose of researching how to include the student in regular schools. In view of this, it is a qualitative and exploratory work of course completion, which initially presents the Inclusive Educational Policies in Brazil, based on epistemological Cultural Historical Theory and its relationship with the education of students with disabilities. According to this perspective, with Vygotsky's studies, the child is constituted in the course of history, with the coexistence in society. The studies of this author have contributed to the learning of children with disabilities, as well as to students with deafness, in which it is possible to develop their potentialities, promoting their inclusion. The perspective in relation to this study was satisfactory, since, in tracing the Bank of Theses and Dissertations of CAPES, we noticed in most of the dissertations found the involvement of the teachers in working with the students so that all students can be included in the schooling process. However, for inclusion to really be consolidated, there is a need for the involvement of the school, teachers, parents, students and the whole community. The inclusion of students with deafness requires the adoption of activities aimed at the overall development of these students and for this, this involvement needs to be daily and the teacher needs to be in constant training, to jointly achieve the common goal: the schooling of all students.