FROM THE SCHOOL OF LISTENERS TO THE INCLUSIVE SCHOOL: REFLECTIONS ARAUD THE EDUCATION OF THE DEAF PERSON

Abstract

This work aimed to investigate the inclusion process in regular institutions from deaf students
perspective. Semi-structured interviews were conducted for data collection, with questions that dealt
with pedagogical practices, the role of the interpreter and social interaction experienced in the
inclusive school. The interviews were conducted by a sign language interpreter. The content analysis
technique was used to interpret the data. In the report of deaf students, their school experiences were
marked by pedagogical and social exclusion, by non-adapted teaching methods, by stigma and social
distance from hearing peers. Deaf students recognize themselves as sign language speakers and
value the role of interpreters. They advocate the spread of sign language use in school context. They
recognize the importance of investments in methodological training for teachers as necessary
condition for a quality bilingual education.