Percepção de pais/responsáveis e professores sobre o processo de inclusão escolar de crianças com deficiência auditiva

• Ano de defesa: 2022
• Autor(a) principal: Piber, Viviane Dutra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Fonoaudiologia; UFSM; Programa de Pós-Graduação em Distúrbios da Comunicação Humana; Centro de Ciências da Saúde
• Palavras-chave em Português: Inclusão escolar; Deficiência auditiva; Professores escolares; Perda auditiva; Hearing loss; Mainstreaming education; School teachers; CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/27679

The World Health Organization estimates that there are 34 million hearing-impaired children in the world. This deficiency has a direct impact on children's family, social and school life. To alleviate this situation, the family environment plays an essential role in the construction and development of children, being the driving force behind the construction of relationship processes in society. In addition to the family, another key element for the development of social interaction, especially in the school environment, is the teacher, who directly influences student relationships. Faced with so many changes in education and legislation on school inclusion and knowing the impact of hearing loss on children's lives, this work was developed with the aim of investigating the perception of parents/guardians and teachers in relation to the impact of the disability. hearing in social and school relationships. To fulfill the proposal, we used a descriptive study, of the phenomenological research type, and a quantitative approach for data analysis. It is worth noting that all ethical issues were respected. The population of this research was composed by: parents/guardians of children with hearing impairment included in state schools in the city of Santa Maria (RS); and teachers from state schools in the city of Santa Maria. To carry out the study, a questionnaire created by the authors was applied, with objective questions distributed in different blocks, such family and school aspects. The final sample arrangement had 26 parents/guardians, 10 male and 16 female, with a mean age of 37.8 years. Of the 16 participating teachers, one was male and 15 were female, with a mean age of 46.6 years. After the procedures, statistical analysis of the collected data was performed. Initially, we tried to build the characterization of the sample through the description of the categorical and quantitative variables investigated in the initial interview with those responsible. The binomial test was used to compare the proportions between the studies in question, considering p ≤ 0.05 as significant. As a result, it is understood that parents/guardians and teachers perceive the school as always being a space that expands the social interaction of students. Parents believe that the child often has difficulties in communicating with peers. Teachers believe that they often have difficulty teaching hearing impaired children. In addition to reporting difficulties in having a Libras interpreter and using the MF system. In the question regarding the perception of parents/guardians and teachers about the barriers to permanence, inclusion and accessibility of children with hearing loss, there was no significant difference between the answers. Parents/guardians and teachers believe that their child/student is included in school activities. From these data, it was concluded that parents/ and teachers have a similar perception on the impact of the disability in social and school relationships.