A literatura infantil no processo de inclusão de alunos com deficiência auditiva

Abstract

This paper focuses on an experience of inclusion of deaf students in a regular school, with the impaired hearing deprivation and as a consequence the process of acquisition and development of speech and oral language is delayed. Within this context, language is a crucial element in the subject's linguistic-cognitive development and thus becomes of great relevance in the learning process. In hearing subjects the learning of written language occurs through oral language, however, in the impaired hearing subject, this process suffers a significant delay in both reading and writing, since both are considered abstract productions for them. This study aims to publish through children's literature, possibilities to facilitate the development of interpretation and understanding of texts by subjects who have hearing impairment. The methodology of the present study was developed based on bilingual tendency, with 6 (six) impaired hearing ones, aged 7 to 12 years old, all students of Gabriel Lage da Silva Municipal Elementary School. The methodological course was built in three stages: text reading using Brazilian Sign Language (Libras), role playing and finally textual production. As an evaluative appreciation of the dynamics the respective subjects improve the comprehension and interpretation of text considerably, even with grammatical and syntactic difficulties.