INCLUSION OF STUDENTS WITH DEAFNESS IN SCHOOL PHYSICAL EDUCATION

Abstract

Inclusive education is a social process that is evolving around the world and directs the thoughts for reflection about education and the role of school nowadays. This study aimed at understanding the representations of students with deafness about their inclusion in Physical Education classes. This is a qualitative, descriptive-exploratory and analytical research, held in two public schools in a city in the interior of Bahia. Eight deaf students participated of the semi-structured interview, and it was applied with the presence of an interpreter of Brazilian Sign Language (Libras). Data were organized, processed, and analyzed from the content analysis technique, being selected elements as words and phrases endowed with meanings, and then coding the registration units. Accordingly, based on the analysis of manifest content, four categories emerged: learning during physical education classes; care needs of deaf people in physical education classes; inclusive strategies used in physical education classes, and suggestions for changes in physical education classes. Most subjects reported that their teachers were concerned about their learning, and in return, we identified that the teaching practice of other teachers did not consider the educational needs of their deaf students. Therefore, it is expected that this study will contribute to the modus operandi in the perspective of inclusive education and for further reflection on this theme.

Keywords: Social Perception; Inclusion; Deaf; Physical Education.

DOI: http://dx.doi.org/10.14244/19827199790