Pedagogical Practices in the Rehabilitacion Process of Deafblind Students
The present study sought to analyze the pedagogical practices employed in the process of rehabilitation of deafblind students from Instituto Benjamin Constant. Deafblindness is a disability that compromises the main senses of receiving information, so the teacher should use different tasks from the...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação Especial (UFSM) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/34756 |
| Acceso en línea: | http://periodicos.ufsm.br/educacaoespecial/article/view/34756 |
| Access Level: | acceso abierto |
| Palabra clave: | The present study sought to analyze the pedagogical practices employed in the process of rehabilitation of deafblind students from Instituto Benjamin Constant. Deafblindness is a disability that compromises the main senses of receiving information so the Sordoceguera Prácticas pedagógicas rehabilitación. Surdocegueira Práticas Pedagógicas Reabilitação |
| Sumario: | The present study sought to analyze the pedagogical practices employed in the process of rehabilitation of deafblind students from Instituto Benjamin Constant. Deafblindness is a disability that compromises the main senses of receiving information, so the teacher should use different tasks from the ones used with the other visually impaired students and, if deafblind population has as its main characteristic heterogeneity, there must exist differences in the attendance of students that present different periods of disability acquisition and varied degrees of hearing loss and vision. In order to better understand this process, case study was selected as methodology and data collection was carried out through bibliographic survey and semi-structured interview. It was concluded that the main challenge found by the teachers was communication and the presence of a translator of Brazilian Sign Language (Libras) is fundamental in this context. The practices mentioned by the teachers were considered relevant, as they allowed the deafblind students' access to the content of the classes. |
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