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vol.26 issue69Linguistic policies and education of the deaf in Santa Catarina: negotiation spaceReading in a second language: language practices that constitute the subjectivity(ies) of a group of adult deaf author indexsubject indexarticles search
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Print version ISSN 0101-3262On-line version ISSN 1678-7110


LACERDA, Cristina Broglia Feitosa de. School inclusion of deaf students: what students, teachers and interpreters say about this experience. Cad. CEDES [online]. 2006, vol.26, n.69, pp.163-184. ISSN 0101-3262.

This paper focuses on the experience of deaf student inclusion in a regular school, with the presence of sign language interpreters. The students, teachers and interpreters involved were interviewed and their statements were analyzed. These data describes the problems occurring at school as ignorance on deafness and its educational implications, difficulties in the professor/interpreter interaction and uncertainty about the role of the different actors involved. They also highlight difficulties with curricular adaptations and class strategies, and the exclusion of the deaf student from activities. Nevertheless, such aspects are disregarded because it is tacitly assumed that school inclusion is good in itself. We intend to contribute to a reflection about inclusive practices involving the deaf, seeking to understand their effects, limits and possibilities and looking for a responsible and coherent educational attitude toward this group.

Keywords : School inclusion; Deafness; Brazilian sign language interpreter.

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