THE INCLUSION OF DEAF STUDENTS IN A REGULAR SCHOOL

Abstract

This paper describes some results of an investigation, supported by CNPq and in progress in the state of Rio Grande do Sul (Brazil), about the pedagogic and linguistic conditions of deaf students in public and private schools. The authors develop the analyzes in two specific regions of the State: Vale dos Sinos (Bells Valley) and Serra Gaúcha (Sierra Gaucha). Some school data — as admission, grades and school and professional conditions — where supplied by the schools and bureaucratic sectors. The results show that 66 municipalities have deaf students in 50 public and private schools. Forty three schools works in a model of inclusion of deaf students; in most of these schools, there is no specialized personal in deafness or deaf education. From many authors, the paper discusses the “school realities” and some basic necessities to promote the deaf inclusion in different educational, linguistic and pedagogic manners.