Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Eyng, Daline Backes
 |
| Orientador(a): |
Guarinello, Ana Cristina |
| Banca de defesa: |
Massi, Giselle,
Moreira, Laura Ceretta |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Tuiuti do Parana
|
| Programa de Pós-Graduação: |
Mestrado em Distúrbios da Comunicação
|
| Departamento: |
Distúrbios da Comunicação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Resumo em Inglês: |
The aim of this research was to present deaf people including practice on regular education at Medianeira/PR, exposing deaf students, families, teachers and interpreters opinions and suggestions to the improvement of this process. The reader has the understanding opportunity of deaf subject process language acquisition, language development on deafness context, besides the sign language contribution on education context, where the deaf subject was enrolled, forwarding to bilingual education. For that, questionnaires were applied to the four groups of research subjects to evaluate the educational inclusion process. The results showed inconsistencies between the deaf student inclusion proposed and the practice carried out on the schools that participated of research. Although the subjects considered the inclusion process successfully, they pointed out some fails. Moreover, suggestions for deaf people educational inclusion improvement were listed like as using a differente methodology, signal language insertion on teacher`s trainee program, deaf subject acceptance improvement by scholar community, specialized education care for deaf students, and also frequent educational performance evaluation. The research showed that on teachers and interpreters perception, adjustments on inclusive educational process are needed, but for the deaf student family, the inclusion process is happening. So that, just enrolled the deaf student on regular schools does not ensure the knowledge appropriate. On this way, several modifications are needed on Brazilian education system, as improve the visual methodologies use, curriculum adaptations and public policies to inclusion proposal was achieved. This work demonstrated that all of research subjects (teachers, interpreters, families and deaf students) have responsibilities on school reorganization, to make the inclusion process possible. |
| Link de acesso: |
http://tede.utp.br:8080/jspui/handle/tede/1493
|
Resumo: |
The aim of this research was to present deaf people including practice on regular education at Medianeira/PR, exposing deaf students, families, teachers and interpreters opinions and suggestions to the improvement of this process. The reader has the understanding opportunity of deaf subject process language acquisition, language development on deafness context, besides the sign language contribution on education context, where the deaf subject was enrolled, forwarding to bilingual education. For that, questionnaires were applied to the four groups of research subjects to evaluate the educational inclusion process. The results showed inconsistencies between the deaf student inclusion proposed and the practice carried out on the schools that participated of research. Although the subjects considered the inclusion process successfully, they pointed out some fails. Moreover, suggestions for deaf people educational inclusion improvement were listed like as using a differente methodology, signal language insertion on teacher`s trainee program, deaf subject acceptance improvement by scholar community, specialized education care for deaf students, and also frequent educational performance evaluation. The research showed that on teachers and interpreters perception, adjustments on inclusive educational process are needed, but for the deaf student family, the inclusion process is happening. So that, just enrolled the deaf student on regular schools does not ensure the knowledge appropriate. On this way, several modifications are needed on Brazilian education system, as improve the visual methodologies use, curriculum adaptations and public policies to inclusion proposal was achieved. This work demonstrated that all of research subjects (teachers, interpreters, families and deaf students) have responsibilities on school reorganization, to make the inclusion process possible. |
