[pt] Esse trabalho tem como questão central problematizar o discurso da escola inclusiva como a forma mais eficaz de promover a universalização do acesso à educação e a atenção à diversidade, tendo como foco a inclusão escolar de alunos/as surdos/as na perspectiva intercultural. Com base na concepção de linguagem e de aprendizagem como processos sociais e dialógicos, de surdez como uma diferença cultural e dos/as surdos/as como indivíduos que se constituem como sujeitos na Língua de Sinais, foi realizado um estudo de caso de cunho etnográfico numa escola inclusiva por um período de seis meses, com o objetivo de investigar os limites e as possibilidades das relações entre surdos/as e ouvintes com a presença de intérpretes de Língua de Sinais. Para tanto, foram feitas observações do cotidiano escolar e realizadas um total trinta e sete entrevistas individuais e semi-estruturadas com professores/as, alunos/as surdos/as, alunos/as ouvintes e intérpretes de Língua de Sinais. Os resultados obtidos nessa pesquisa apontam a necessidade de refletir sobre as implicações negativas da inclusão escolar de surdos/as, sob os pontos de vista lingüístico, educacional e identitário e sobre o papel do/a intérprete educacional na escola inclusiva. / [en] The central point of this work is to discuss, in the intercultural perspective, inclusive schooling discourse as the most efficient way of promoting universalization of access to education and attention to diversity, focusing on the inclusion of deaf students. Based on the concepts of language and learning as social and dialogical processes, of deafness as a cultural difference and of deaf people as individuals that become subjects in Sign Language, an etnographic study was carried out for six months, inside an inclusive school, in order to investigate the limits and possibilities of the relations among deaf and hearing people in the presence of Sign Language interpreters. Daily school observations were realized during this period and thirty-seven semi- structered individual interviews were conducted with hearing teachers, deaf students, hearing students and Sign Language interpreters. This research indicates the necessity of reflection on the negative implications of deaf people inclusive schooling in linguistic, educational and identitary aspects and on the role of the educational interpreter inside inclusive school.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is part of the Research Field in Special Education of the Post Graduation Program in Education. It has as guiding issue to understand how the inclusive educational policies have been investing in conducting strategies of the deaf students‟ conduction in the inclusive school. Such enterprise of research follows a post structuralist approach by using the Foucauldian studies, more specifically the concept of governmentality as a central tool of the study. I approach specifically the school inclusion of a deaf student who attends the second year of Elementary School in the school Arroio Grande. I elected two groups of materials which I think were satisfactory to answer to the essential problematic of this study: the first group is composed of interviews conducted with the people involved with the inclusion process of the deaf student at school; the second is constituted by an analysis of the material Specialized Educational Assistance People with deafness. Throughout the thesis I present some discoveries of this research which are divided in three analytical categories: capture of bilingual education through the State, in this category I realize that AEE is constituted as a very strong discourse which refers to the strategies of effecting the inclusion, I would even say it appears in the discourses of MEC as assurance of school inclusion for students with disabilities. Another category named as: the visibility and consumption of Brazilian Sign Languages (Libras), I bring the discursive recurrences which indicated Libras as a tool of technical support to help in the deaf inclusion. For the third category, the normalization as a strategy of inclusion it was possible to notice how the strategies employed to effect the inclusion regulate, oversee and control, managing the risk, in a way that, in order to have the expected effect with the strategies, it is necessary that everyone can occupy the same space, considering that for the educational inclusion, the best environment is the school. / Este estudo insere-se na Linha de Pesquisa de Educação Especial do Programa de Pós-Graduação em Educação. Tem como questão norteadora entender como as políticas educacionais inclusivas vem investindo em estratégias de condução das condutas de alunos surdos na escola inclusiva . Tal empreendimento de pesquisa segue uma abordagem pós-estruturalista, fazendo uso dos estudos foucaultianos, mais especificamente do conceito de governamentalidade como ferramenta central do estudo. Abordo especificamente a inclusão escolar de uma aluna surda que frequenta o segundo ano do ensino fundamental na escola Arroio Grande. Elegi dois grupos de matérias, os quais penso que deram conta nesse, primeiro momento, de responder a problemática central desse estudo, quais sejam: primeiro grupo: entrevistas realizadas com as pessoas envolvidas com o processo de inclusão dessa aluna surda na escola. Segundo grupo: se constitui por uma análise do material do Atendimento Educacional Especializado-Pessoa com surdez. No decorrer da dissertação apresento alguns achados dessa pesquisa, divididos em três categorias analíticas quais sejam: captura da educação bilíngue pelo Estado, nessa categoria percebo que o AEE se constitui como um discurso muito forte no que tange às estratégias de se efetivar a inclusão, eu diria até que ele aparece nos discursos do MEC como garantia de inclusão escolar para alunos deficientes. Outra categoria nomeada como: A visibilidade e consumo da Língua Brasileira de Sinais (Libras) trago as recorrências discursivas apontaram para a Libras como uma ferramenta de suporte técnico para dar conta da inclusão dos surdos. A terceira categoria, a normalização como estratégia da inclusão, foi possível perceber o quanto as estratégias empregadas para efetivar a inclusão regulam, vigiam e controlam, gerenciando o risco, de modo que, para essas estratégias terem o efeito desejado, é necessário que todos ocupem o mesmo espaço, sendo que, para a inclusão educacional, o melhor espaço para que essas estratégias de efetivem é o escolar.

This thesis sets out to undertake research into the very important topic of sign language and its usage, particularly in the Western Cape Province of South Africa. Three schools are used in this study. Interviews and questionnaires were used to conduct research with teachers, students and deaf teacher assistants within this context. The analysis of this data is presented in Chapter five of this thesis.

This thesis sets out the rationale and design for a speech programme for Deaf learners to be implemented by teachers in the classroom. Theoretical and empirical research are provided to support its design. Speech teaching is set against a backdrop of current issues so that the programme is seen to take cognisance of these. To this end the disappointment and conflict which surround speech teaching and newer educational and audiological trends are described. Following this, the deviant speech of the Deaf is described. Prevocal aspects of speech production, namely aberrant repiratory functioning and deviant vocal set are described. The latter is a term coined for this research to denote psychological, functional, physical and neural changes that deleteriously affect the speech of the Deaf. Suprasegmental and segmental problems are next delineated. An argument that supports the view that vowels are less accessible to correction than consonants is proposed to explain the empahasis accorded to consonants. Hereafter, theories of speech teaching are set out to clarify their incorporation into the proposed programme. Critiques of Haycock, the Ewings, Ling and van Uden are provided. The role of computers and biofeedback is evaluated. The Whole Language Approach to mainstream education, the phonological method of speech correction, and creative techniques, speech arid drama, and singing, are described in relation to speech instruction for Deaf learners. Empirical research that investigates attitudes and needs of educators of Deaf children, with the emphasis on the class teacher, is delineated. Finally, the proposed programme is presented emphasising its potential to interrupt the current self perpetuating negative cycle. Theoretical principles are a defocus on lipreading cues to provide information on speech production, restriction of digital contact with the larynx or throat, repeated cycles of intervention at phonetic and phonological levels, and the employment of five multisensory avenues to enhance speech perception. The latter are orosensory, graphic, kinaesthetic, hand analogies and use of inanimate objects. Skills targeted for development are control of vocal organs, suprasegmental, segmental and phonological development. The fit of the proposed programme to the education paradigm in terms of learner, teacher and school system is described. The thesis concludes with an evaluation of the programme and recommendations for future research. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

Orientador: Fermino Fernandes Sisto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-20T12:30:56Z (GMT). No. of bitstreams: 1 Garrido_MariaElda_M.pdf: 9046956 bytes, checksum: edbee73ad2983e4e365caf8761d9758a (MD5) Previous issue date: 1995 / Resumo: Este estudo investigou se a privação sensorial auditiva interfere no funcionamento mental quanto às regulações e coordenações inferenciais, avaliados pelas escolaridade e temporalidade de ocorrência, comparando o processo de construção de possíveis entre crianças surdas e ouvintes. Investigaram-se no ensino de 1Q grau, vinte (20) crianças surdas profundas, de 7 a 10 anos de idade, de escola especial na cidade de Campinas - SP, do Infantil à segunda série aprimoramento, e sessenta e três (63) crianças ouvintes, de 7 a 9 anos, de escola regular, dessa mesma cidade, do Ciclo Básico à quarta série, de ambos os sexos e nível sócio-econômico médio. Utilizou-se, o instrumental composto pelas seguintes provas: as formas possíveis de uma realidade parcialmente escondida, possível dedutível, e, construção de eqüidistância, adotando-se os critérios clássicos piagetianos. Para análise do indicador de tendência criativa e tempo de desempenho convencionaram-se critérios próprios. Nos resultados constatou-se que há uma defasagem de aproximadamente 2 a 3 anos, em relação ao desenvolvimento cognitivo das crianças de audição normal. Pela avaliação da seqüência evolutiva da formação dos possíveis verificou-se que a ordem de surgimento dá criação de novidades, foi a mesma em ambos os grupos. Mas, a partir do nível 2 de escolarização observaram-se diferenças entre os grupos: a tendência dos surdos foi permanecer mais analógicos, enquanto os ouvintes acompanharam o processo normal de evolução, atingindo os co-possíveis. Em relação ao tempo gasto na execução das provas, encontrou-se que as crianças surdas manifestaram uma tendência a utilizar aproximadamente o dobro de tempo que as ouvintes / Abstract: This study investigated the interference of sensorial auditive deprivation on the mental function in respect to regulations and inferential coordenations, evaluated by scholarity and age, comparing the constructive process of the "possibles" between deaf and hearing children. 20 highly-deaf children, aged between 7 to 10 years, studying at a special school, and 63 normal children, aged from 7 to 9 years, studying at a regular school, in the same city, of both sexes, and medium socioeconomic leveI. The tasks used were the following: the possible forms of a partialy hidden object, a deductible possible, and the construction of equidistance, classifying the subjects by classical piagetian criteria. To analyze the cue of criative tendence and temporal duration of performance we created our own criteria. The results showed about 2 or 3 years of temporal displacement, compared to the cognitive development of hearing children. In the evolutive sequence of the formation of the possibles equal order of appearence of novelty creation in both groups was verified. Nevertheless, since levei two of scholarity differences between groups were observed. The deaf's tendency were to remain more analogical than hearing children, which showed a normal evolutional process, presenting co-possibles. The time spended on the tasks by deaf children lasted twice as long / Mestrado / Psicologia Educacional / Mestre em Educação

Orientador: Dione Lucchesi de Carvalho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T00:16:20Z (GMT). No. of bitstreams: 1 Coutinho_MariaDoloresMartinsdaCunha_D.pdf: 3267727 bytes, checksum: c8e919917807e96eb5452ff36e24a144 (MD5) Previous issue date: 2015 / Resumo: Este estudo objetivou investigar a aprendizagem que se constitui numa prática bilíngue de letramento em aulas de matemática com alunos surdos, a partir de uma visão de surdez enquanto construção sociocultural e histórica. É uma pesquisa qualitativa realizada com duas turmas de sétimo ano do Ensino Fundamental do Instituto Nacional de Educação de Surdos (INES), durante o ano de 2012, na qual a professora de Matemática das turmas e um assistente educacional surdo compartilharam a docência. Parte de um olhar diacrônico sobre a história da educação de surdos e, em especial, do INES, favorecendo a compreensão das diferentes concepções que orientaram a educação de surdos ao longo da história e permitindo o estabelecimento de nexos entre essa história e a situação que vivenciamos hoje. Os estudos sobre o fenômeno do bilinguismo e sobre os letramentos, bem como as postulações de Bakhtin, contribuíram na análise sobre a constituição de significados pelos alunos surdos. Os dados foram analisados a partir de três eixos, quais sejam: (1) A aprendizagem numa perspectiva de letramento; (2) A mediação do assistente educacional como educador e como cidadão surdo e (3) O papel da Libras e da Língua Portuguesa num contexto de educação bilíngue para surdos. Tais dados indicam que o trabalho proporcionou o desenvolvimento de vários letramentos pelos alunos, fruto de uma proposta interdisciplinar que buscou não só a apreensão dos conceitos matemáticos, mas a leitura e a compreensão da função social dos textos estudados, bem como a leitura de mundo. A presença do educador surdo foi fundamental no desenvolvimento deste projeto não só como mediador na constituição dos saberes, mas também como modelo linguístico e identitário, a partir de sua postura como um sujeito que constrói uma alteridade surda e que vive a sua surdidade (LADD, 2013). Os dados mostram, também, que as duas línguas presentes nesse contexto ¿ a Libras e a Língua Portuguesa ¿ longe de ocuparem espaços estanques, se cruzam e se entrelaçam na constituição dos conceitos, na interação dialógica entre os atores envolvidos, bem como se apresentam como objeto de estudo. A análise aponta para a necessidade da realização de pesquisas que tenham como foco a catalogação e o desenvolvimento de uma linguagem matemática acadêmica, em Libras, e destaca a importância de que um projeto de Educação Bilíngue para surdos tenha como meta o desenvolvimento de habilidades para que os sujeitos surdos possam transitar entre as duas (ou mais) línguas e nas diversas comunidades (surdas ou ouvintes) de que fazem parte / Abstract: This study aimed to investigate the learning achievements in a bilingual literacy practice performed in Mathematics lessons to deaf students, regarding deafness as a socio-cultural and historical construction. It is a qualitative research developed with two seventh-grade classes at the National Institute of Deaf Education (INES) during the year 2012, when the Math teacher and a deaf educational assistant were sharing the teaching process. The study assumes a diachronic look at the history of deaf education and, particularly, at INES, favoring the understanding of the different concepts that guided the education of the deaf throughout History, and allowing the establishment of links between this History and the situation we experience today. Studies on the phenomenon of bilingualism and on literacies, as well as Bakhtin¿s postulations, contributed to the analysis of deaf students¿ meaning constitution. Data were analyzed from three axes, namely: (1) Learning in the perspective of literacy; (2) The mediation of the educational assistant as an educator and as a deaf citizen; and (3) The role of the Brazilian Sign Language (Libras) and of the Portuguese Language in a bilingual educational context for the deaf. These data indicate that the work enabled the development of various forms of literacy by the students, as a result of an interdisciplinary approach that sought not only the seizure of the mathematical concepts, but also reading and understanding the social function of the texts that were studied and the understanding of the world. The presence of the deaf educator was fundamental for the development of this project, both as mediator in knowledge constitution, and as language and identity model, considering his posture as a person who builds deaf otherness and lives his deafness (LADD, 2013). Data also show that the two languages that were present in this context ¿ Libras and Portuguese ¿ do not occupy closed, exclusive spaces. Far from that, they intercross and interlace in the constitution of the concepts, in the dialogic interaction between the actors involved in the process, as well as reveal themselves as an object of study. The analysis points out to the need for research that has focus on the cataloging and on the development of an academic mathematical language, in Libras, and highlights the importance of a Bilingual Education project for the deaf, aiming at developing skills to enable deaf subjects to move between the two (or more) languages and in the different (deaf or hearing) communities to which they belong / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Orientador: Gilda Figueiredo Portugal Gouvea / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-27T12:49:22Z (GMT). No. of bitstreams: 1 Barros_EudeniaMagalhaes_M.pdf: 1400397 bytes, checksum: 6c52761ce0ae9c85298ee4b5b8f02fb7 (MD5) Previous issue date: 2015 / Resumo: Atualmente, as mobilizações da comunidade surda no Brasil têm como um dos objetivos principais a conquista das escolas bilíngues para surdos. O principal coletivo organizado em nome desses direitos é denominado "Movimento Surdo em favor da Educação e da Cultura Surda", constituído em 2011, agregando lideranças das instituições representativas por várias cidades do Brasil. Essa dissertação tem o intuito de refletir sobre as estratégias utilizadas na condução de algumas das ações organizativas desse coletivo, procurando compreender as suas formas de representação, a fim de ampliar o conhecimento no que tange aos processos de construção dos sentidos investidos nesse grupo. Considera-se que a articulação dos sujeitos envolvidos, as suas performances e táticas utilizadas na luta pela conquista dos seus direitos e por reconhecimento apresentam evidências sobre a complexa dinâmica das disputas pela construção de normatividades, em um contexto de ressignificação das concepções de surdez e deficiência. A partir de dados etnográficos, diários de campo, documentos oficiais e entrevistas, foi possível perceber as distintas interpretações da ideia de inclusão por parte do Estado e do Movimento Social, notando em que medida os processos contínuos de reformulação dos estigmas contribuiu para dar novos sentidos aos discursos presentes na disputa política em questão / Abstract: Currently, one of the main objectives of the mobilisations of the deaf community in Brazil is the implantation of bilingual schools for the deaf. The central collective organised to demand such rights is called "Deaf movement for education and deaf culture", formed in 2011, assembling leaders from representative institutions in many Brazilian cities. The objective of this dissertation is to examine the strategies promoted in the execution of some forms of organisational actions of the aforementioned collective, aiming to grasp its forms of representation, in order to broaden the knowledge concerning the process of construction of meanings invested in such group. The articulation of the subjects implied, their performances and tactics in the struggle for their rights and for recognition present evidence in regard to the complex dynamic of the disputes for the construction of normalcy, in a context of reframing the concepts of deafness and disability. Using ethnographic data, field journals, official documents and interviews, it was possible to apprehend the distinct interpretations of the idea of inclusion both from the State and the Social Movement, grasping to what measure the continuous process of reformulation of stigmas contributed to produce new meanings to the discourses present in such political dispute / Mestrado / Sociologia / Mestra em Sociologia

This study is a mixed-methods analysis of writing processes and the reading and language experiences of d/Deaf and hearing participants. The sample consisted of three groups of 15 adults each, identified as either high-achieving d/Deaf readers, high-achieving hearing readers, or struggling d/Deaf readers. The purpose of this study is to identify factors related to writing achievement and to explore themes that emerge within an asset-based/anti-deficit, d/Deaf bilingualism/Deaf Gain theoretical framework. Five quantitative measures are used in the study: a reading comprehension assessment, a background questionnaire, a handwriting speed test, a phonological skills assessment, and a writing assessment measuring the cognitive, linguistic, and conventional components. Scores from the writing assessment are correlated with demographic statistics and other assessments to identify factors of writing achievement. Similarities and differences among groups of participants are tested with MANOVAs to identify mean differences in scores according to hearing status (d/Deaf/hearing) and reading achievement level (high-achieving/struggling). Qualitative data were gathered by collecting, reviewing, coding, and identifying overarching themes in the interview transcripts within an asset-based/anti-deficit, d/Deaf Bilingualism/Deaf Gain theoretical framework. The findings show that high-achieving d/Deaf participants performed at levels similar to those attained by high-achieving hearing participants, and that for all participants, reading comprehension, phonological skills, handwriting speed, and personal factors were related to writing achievement. Similarities and differences in reading and writing ability were also found. Access to language and explicit instructional approaches emerged as overarching themes in writing effectively.

This research employed a case study approach to understand emerging themes that may be garnered through documenting the lived experiences of online Deaf activists who have used the video feature available through social media outlets, such as YouTube, as a way to overcome the language barrier typically present for linguistic minorities who are leading social movements within an English-speaking, hearing majority. The focus of this study was the members of the Deaf Community that have taken to an online podium in their fight for autonomy and equality. They champion their Deaf identity, their right to agency and autonomy in areas of language, access, education and employment, in what has exploded into the largest social movement in their cultural history. Therefore, two questions were at the center of this research: 1. "How has experiencing audism affected the lives of Deaf people?", and 2. "How has the use of social media as a platform to fight against audism through natural linguistic expression in American Sign Language impacted that experience?". The growth of individual Deaf identity has created a community action network for the Deaf Community, and access to the technology of videophones and instant access to wireless Internet has brought with it the use of video blogs, or vlogs, within the Deaf Community at explosive rates. The movement from disability to a place of diversity and cultural, ethnic and linguistic minority personhood for the Deaf is a path that is still being forged. Presented in this study is a glimpse into this journey, through a case study of their lived experience.

In order for the hearing handicapped child to derive maximum benefit of language acquisition through maturation, a method of receptive communication is essential at the earliest age possible. It is felt that speechreading is this method. The need for a method of training speechreading cues to prelingual, aurally handicapped children is based on the fact that most visual speechreading methods require the use of language. If speechreading can be regarded as a learning process involving the discrimination of visual cues that maybe disassociated from language expression then training the child to discriminate various facial expressions may actually enhance speech-reading ability. If such a training method proved to be highly connected with speechreading learning, then it also might prove useful in helping the deaf pre-school child acquire the necessary attentive and discriminitive behaviors consistent with speechreading. Ten pre-school, normal hearing children participated in an oral-gestural training program which was carried out in three parts: 1) Administration of the revised Children's Speechreading Test, 2) Training for discrimination of oral-gestural pairs as "same" or "different" until a 100 percent correct response criterion had been obtained, 3) Evaluation of the oral-gestural training through readministration of the revised Children's Speechreading Test. A t-test of the difference between the baseline mean and post training speechreading mean revealed significance beyond the .05 level of confidence. This supported the original proposal that speechreading skills for propositional words can be acquired by means of visual discrimination training in oral-facial movements. It is thus proposed that such training will prove useful in helping the hearing handicapped preschool child acquire the necessary behaviors consistent with speechreadlng, namely attention and visual discrimination. This study involved normal hearing subjects in which language was already established. Since the Oral-Gestural Training program is designed for the hearing handicapped prelingual child, further investigation with such a population appears necessary to confirm the findings of this investigation. Other questions that arose during the study such as sex and age differences of a larger sample, and the significance of the number of oral-gestural training sessions as related to the post-training test score, are other related areas that need consideration before a final conclusion can be drawn. Although no formal data was obtained on attention span, it was observed subjectively that this capacity improved markedly among these subjects. This is a clinical observation and should be subjected to further investigation. In conclusion, it appears through the findings of this study, that such a training method may be highly related with speechreading training and may indeed prove useful in helping prelingual, aurally handicapped children acquire the necessary behaviors consistent with speechreading.