Desafios docentes no processo de inclusão do aluno com deficiência auditiva no Ifap

Abstract

This research has as its theme the teaching challenges in the process of inclusion of students with hearing impairment in IFAP. The problem question arises: what are the teaching challenges in the teaching and learning process of the student who has hearing impairment? The research aimed to analyze the teaching challenges in the teaching and learning process of the student who has hearing impairment. From a methodological perspective, this is a descriptive case study with a qualitative approach. The data collection instrument used was the semi-structured questionnaire. The data were systematized through tables made in a text editor. The research subjects were 08 educators from the Federal Institute of Education, Science and Technology of Amapá (IFAP) – Campus Laranjal do Jari. The text is organized into 5 (five) sections. In section 01, Introduction, is the research theme, the problem, and the objectives of the dissertation. Section 02, Theoretical Framework, theoretically discusses educational practices aimed at the inclusion of students with hearing impairments, teaching difficulties in including deaf students and the learning pace of students with hearing impairments. Section 03, Methodology, clarifies the theoretical and methodological foundations used in the research. In section 04, Results and Discussion, the data found through the research are explained. In section 05, Final Considerations, the main data of the research are resumed. The results show that the process of educational inclusion of students with hearing impairment in the IFAP constitutes a challenge that has several complicating factors such as lack of teacher training in the area of inclusive education or the need for pedagogical resources, the educational product booklet guidance for teachers aims to contribute to the learning process of students with a severe degree of deafness. Among the main teaching challenges were pointed out: (1) Technical terms in Libras; (2) Adequacy of didactic material; (3) Communication; (4) Teaching-learning process; (5) LIBRAS and teacher training and (6) Fear and insecurity. Thus, it is concluded that both teachers and students with hearing impairment need to interact through oral or visual spatial communication.