O ponto de vista de pais e professores are speitodas inter ações linguísticas de crianças surdas

Abstract

Several studies argue that deafness should be currently considered as a difference, specifically regarding linguistic discursive aspects. Nevertheless, at home and at school deaf children have to face linguistic barriers that affect their social inclusion. This study aims to analyze points of view of parents and teachers related to the deaf child's linguistic interactions at home and at school, considering the context of inclusion. Twelve parents (four fathers and eight mothers) of deaf children enrolled in regular schools were interviewed and a questionnaire was applied to these children's twelve teachers. The results show that neither parents nor teachers use sign language to interact with these children and that there linguistic interactions were restricted and not very effective. Furthermore, the answers by parents and teachers demonstrate a lack of understanding about deafness, sign language and its consequences upon the deaf individual.