Dissertação
Percepção de pais/responsáveis e professores sobre o processo de inclusão escolar de crianças com deficiência auditiva
Fecha
2022-07-04Autor
Piber, Viviane Dutra
Institución
Resumen
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.