Inclusão escolar de alunos surdos : desafios que o professor enfrenta

Abstract

The present work aims to describe the teacher 's view towards inclusion in regular classrooms with deaf students. The research was done in public schools in Sinop (MT), and also sought to verify the availability of resources that help the teacher in the classroom, as well as their main difficulties to teach in a class with the inclusion of deaf students. Of qualitative nature, the research was carried out in March, April, May, June and July of 2017, in public schools of the urban area of the municipality, which serve deaf students from the 6th grade of Elementary School to the 3rd year of High School. In order to meet the objective of the research, a questionnaire was applied to the teachers that attend these students in the classroom, in which we obtained answers from 15 teachers. School inclusion has made great strides in the course of history, but it is perceived that it is necessary to look more carefully at the training of education professionals, especially the teacher who works in the regular classes that carry out the inclusion. A work in partnership with the resource room teacher and the reaffirmation of the rights to Inclusive Education is glimpsed.