ABSTRACT
The aim of this study was to systematize actions for training teachers who work with deaf students through the mediation of the speech therapist. The participants were a father, a mother and two teachers of deaf students who are included students. The study was conducted in three stages: during the first stage parents and teachers were interviewed. After that, an adapted protocol was used and observations in the classroom without interventions were performed. Protocol data, observations, and interviews were triangulated and the content was analyzed, which consisted of thematic units' classification. Based on the themes identified in the first stage, a training program was designed for teachers of deaf students, which was developed during the second phase of the research. Simultaneously to the training group, the researcher conducted observations and interventions in the classrooms of the participating teachers. Data from the training meetings, observations records and intervention shootings were triangulated and the content was analyzed, identifying the thematic units. In the third stage, the followup of teachers in their classrooms was carried out and their opinions about the training program were identified through interviews. Interview data were analyzed and classified into categories and subcategories for analysis. This training program enabled the teachers to understand the specific language of their deaf students, the need for resources and adaptation strategies, as well as the need to empower the families to support the use of communication.
KEYWORDS:
Special Education; Inclusion; Training; Teacher; Deaf Student