Discentes surdos, tecnologias assistivas e educação

Abstract

Perceptions about Education have advanced greatly in contemporary times, including when the subject is the inclusion of people with disabilities, more specifically the deaf and/or hearing impaired. It is noticed that in the current society the number of students in these conditions present in schools is increasing. ensure compliance with public policies for the deaf community, in addition to their inclusion in the most diverse contexts of society. In view of this, this work proposed to answer the following question: What has contributed to the educational process of deaf students regarding Assistive Technologies (ATs) in education? Based on this assumption, this article has the general objective of identifying advances in the teaching and learning process of deaf and/or hearing-impaired students. Thus, the present work aimed to explain how these advances have happened and how ATs have become a preponderant ally in the intention of investing in a different way of expanding the acquired knowledge and improving the pedagogical process of teaching and learning. The approach adopted in this research was of a qualitative nature, through a descriptive bibliographic research that clearly contextualizes the inclusive education of the deaf and the potential of the use of ATs and Information and Communication Technologies (ICTs) in the classroom. In its body, we made a brief historical overview of the education of the deaf, more specifically in Brazil, passing through the definition of deafness and hearing impairment until we get to the concepts of ATs, their potential and types, in addition to the pedagogical possibilities that their use can promote. in the classroom. After the analysis, it was concluded that many achievements were achieved through decrees and laws that guaranteed rights for the deaf community. However, it was noticed that much still needs to be improved to effectively guarantee these rights. Thus, with the good use of ATs, a range of countless possibilities can be implemented, in the field of education, providing greater autonomy and socio-educational inclusion of people with disabilities and deaf people. Key words: Deaf. Assistive Technologies. Education.