The process of school inclusion of the deaf student in common schools: pathways and perspectives
DOI:
https://doi.org/10.5585/cpg.v16n2.7323Keywords:
Special Education. Education of the deaf. Bilingual school. School inclusion.Abstract
The discussion about policies of school inclusion has been in Brazil for some time, however, the context that inserts the practices of inclusive education faces some obstacles. So, the objectives of the present study consisted in describe and characterize this process in common schools in São Paulo’s inland city of São Roque during 2016. To achieve these goals the qualitative approach was chosen for it aims to understand the aspects of the reality of a specific social group and to produce deep knowledge. Besides participant observation during supervised training, a semi-structured questionnaire was elaborated as tool for data collection to support the interview conducted with the Technical Head of the Department of Education. The results contributed to feed reflection about the process of school inclusion of students with disabilities, particularly the deaf student in the studied context.Downloads
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Published
2017-09-11
How to Cite
ZERBATO, Ana Paula; CLARO, Daiana Lopes. The process of school inclusion of the deaf student in common schools: pathways and perspectives. Cadernos de Pós-graduação, [S. l.], v. 16, n. 2, p. 77–98, 2017. DOI: 10.5585/cpg.v16n2.7323. Disponível em: https://uninove.emnuvens.com.br/cadernosdepos/article/view/7323. Acesso em: 20 sep. 2024.
Issue
Section
Dossiê Temático: Inclusão de pessoas com deficiência na educação mundial: exame crítico e propositivo