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Educação bilíngue de surdos: desafios para a formação de professores; Deaf bilingual education: challenges for teacher qualification and training.

Soares, Rúbem da Silva
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 23/04/2013 PT
Relevância na Pesquisa
46.76%
Este trabalho procurou discutir a formação inicial de professores, nos cursos de licenciatura em Pedagogia e Letras em Instituições de Ensino Superior (IES), considerando que esses profissionais deverão atender aos alunos surdos no contexto da educação bilíngue, onde a língua portuguesa-por-escrito (GRANNIER, 2007), precisaria ocupar o espaço de L2. Esses cursos estão no rol dos que devem oferecer a disciplina de Língua Brasileira de Sinais (Libras) em sua grade curricular, por força do Decreto n.º 5.626, de 22 de dezembro de 2005 (que regulamenta a Lei 10.436/2002, de 24 de abril de 2002. Essa legislação assenta que a educação de surdos deve ser bilíngue, o que exige profissionais com formação para esse contexto educacional, dentre os quais, necessariamente, o professor de português-por-escrito como segunda língua. A literatura do campo da surdez é rica em produções que versam sobre a educação de surdos e a língua de sinais. Contudo, foram localizados poucos trabalhos sobre a formação de professores para esse contexto de educação, sobretudo, focalizando o tratamento de português-por-escrito como segunda língua, recorte que problematizamos neste trabalho. Assim, procuramos responder à seguinte questão central: quais os principais desafios na formação inicial de professores para a educação básica...

Educação de surdos no paradoxo da inclusão com interprete de lingua de sinais : relações de poder e (re)criação do sujeito; Deaf education in the paradox of inclusion with sign language interpreter

Vanessa Regina de Oliveira Martins
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 08/08/2008 PT
Relevância na Pesquisa
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O presente trabalho propõe uma análise das relações de saber e poder na inserção do intérprete de língua de sinais na inclusão escolar dos surdos no ensino superior, com o objetivo de deslocar a atuação, usualmente técnica, do intérprete educacional, apostando no processo de encontro pedagógico e não somente instrumental, numa relação educativa entre o intérprete e o estudante surdo. Para tal proposta, faço uma leitura teórica de autores que discutem a inclusão ? no caso dos surdos, com a presença do intérprete, entendido como aquele que não deve substituir o professor, mas buscar ser seu porta-voz de modo fiel ? e apresento alguns paradoxos gerados nesse contexto: inclusão-exclusão; tradução-ensino. Como fundamento para a pesquisa, retomo o modo de invenção da surdez na sociedade, as produções de saberes e poderes sociais, as relações de invenção das normas, e a emergência de sujeitos; todavia, nesses jogos de forças, mostro as resistências e recriações que o sujeito (surdo, intérprete, professor) se faz no decorrer dos movimentos históricos e de luta, e discuto o ensino como efeito de acontecimento e saber. No caso da inclusão, penso ser a resistência surda efeito do movimento contra a normalização ouvinte-falante...

Deaf Bilingual Education: A Comparison Of The Academic Performance Of Deaf Children Of Deaf Parents And Deaf Children Of Hearing Parents

Geeslin, Joseph David
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
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Thesis (EdD) - Indiana University, School of Education, 2007; This study examined the impact of the bilingual/bicultural deaf educational (ASL/English) philosophy on academic performance. The academic performance of deaf and hard-of-hearing students (N-182) was made available from the Indiana School for the Deaf (ISD) which has adopted a bilingual philosophy. It has long been known that deaf children of deaf parents have had superior academic performance when compared with deaf children of hearing parents (Israelite, et al, 1989; Strong & Prinz, 2000; Wilbur, 2000). One would then predict that the espousal of the bilingual philosophy should raise the academic performance of deaf children of hearing parents, placing them on par with deaf children of deaf parents. This study used the bilingual/ESL framework of Nover, et al (1998) to examine the effectiveness of the bilingual/bicultural philosophy used at the Indiana School for the Deaf. The performance of deaf and hard-of-hearing students from the 1995-1996 and 2002- 2003 school years was collected, including Reading Comprehension and Total Language subtests of the SAT-HI. A significant reduction was found in the gap between the academic performance of deaf children of deaf parents and deaf children of hearing parents during the 2002-2003 school year. The results suggest that a school...

Ensinar: "então, é função de quem?" Atuação do professor interlocutor na educação de surdos da rede estadual paulista; Teaching: "then, whose function is this?" Interlocutor teacher performance in deaf education of São Paulo state public schools

Lopes, Mara Aparecida de Castilho
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 27/04/2015 PT
Relevância na Pesquisa
66.71%
A contratação de professores interlocutores na rede estadual de ensino de São Paulo tem gerado dúvidas sobre sua função no processo educacional de estudantes surdos, pois os documentos estaduais não delimitam sua atuação de forma explícita. Políticas federais estabelecem que surdos inseridos no ensino regular sejam acompanhados por intérpretes de língua de sinais, o que induz à compreensão de que o professor interlocutor deve assumir tal função. A partir dos pressupostos teórico-metodológicos da Psicologia Histórico-Cultural, o presente trabalho tem o objetivo de identificar a função social do professor interlocutor. A tese é composta por dois estudos: no Estudo 1 analisa-se um material em vídeo, disponibilizado pela Secretaria de Educação para reflexão coletiva da função do professor interlocutor, a fim de identificar o significado social da atividade desse profissional. No Estudo 2 analisamos o processo de atribuição de sentido pessoal à atividade de professor interlocutor, em profissionais atuantes em um município do interior paulista. Foram entrevistados 21 professores interlocutores, individualmente, com apoio de roteiro semiestruturado; os participantes também foram submetidos a uma avaliação de fluência na Língua Brasileira de Sinais. Para a análise dos dados...

Variação linguística da libras no contexto da educação de surdos; Variação linguística da libras no contexto da educação de surdos; Linguistic variation in LIBRAS in the context of Deaf Education; Linguistic variation in LIBRAS in the context of Deaf Education

PEREIRA, Karina ávila
Fonte: Universidade Federal de Pelotas; Educação; Programa de Pós-Graduação em Educação; UFPel; BR Publicador: Universidade Federal de Pelotas; Educação; Programa de Pós-Graduação em Educação; UFPel; BR
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
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This master's research aims to analyzethe spread of Brazilian sign language in school environments, and elementary school students have linguistic variations in their speeches. It isdivided in two parts, where the first oneinterviews were conducted with students at a school for the deaf inPelotascity, andstudents in a school withspecific classes of Rio Grande. In the second part, a translator / interpreterof Brazilian sign language-LIBRASof each school was interviewed. Methodologically the research is enrolled in a qualitative approach. Initially a pilot instrument was organized in order to examine whether the methodological tools would be suffi cient to collect data from the signers of LIBRAS,in this case students in upper grades of elementary school, bearing in mind the necessity of adaptation of the instruments commonly used in sociolinguistic research about linguistic variations in sign language and the goals and characteristics of this research. Following the survey, data collected from students in deaf schools and special classes were analyzed by the translators of LIBRASwith the intention of finding linguistic variations. Data from interviews with the translators of LIBRAShave been examined by me and checked with data from the first part. The intersectionwe can conclude that the deaf students make use of linguistic variants in their speech and that the translators of these variations perceiveitas a natural process that occurs in LIBRAS. In addition...

A formação de professores surdos de Libras: a centralidade de ambientes bilíngues em sua formação; Deaf teacher formation of Libras: the centrality of bilingual environments

Gianini, Eleny
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Educação; Educação Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Educação; Educação
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
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The study object of this thesis intertwines the history of deaf education in the last 30 years in three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba, the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and works in these educational institutions for the deaf and our own journey, as a teacher and researcher. The study was conducted on the theoretical-methodological principles of (auto)biographical research in education and socio-historical studies on the social formation of the human. The corpus used for analysis was consisted of six narrative interviews conducted in sign language and transcribed into portuguese, documents and personal files and institutional. The analysis allowed us to define three hinge moments of this story: the creation of the first school for the deaf, within the framework of oralism (1980 - 1991), the passage into the Total Communication (1991 - 1995) and, finally, the introduction of Bilingualism (1995 to today). The analyzes show that the trajectories of teacher formation of the research participants reflect the history of the three schools which have costituted bilingual social spaces of paramount importance to the subjects and the deaf community as a group of linguistic and cultural minority. The evolution of this trajectory has allowed to demarcate between the two generations of research participants. The generation of heirs of oralism...

Discovering Asian deaf heritage: a curriculum project for deaf and hard of hearing Asian-American students

Kim, Kelly
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 49667810 bytes; application/pdf
EN_US
Relevância na Pesquisa
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As a gradual rise in the population of Deaf and hard of hearing Asian students occurs across the United States, classroom teachers of the Deaf are facing this challenge of educating a "unique" and "racial-ethnic" student population and may be somewhat inadequate to serve as role models for Deaf Asian students. Redding (1997) states that identity and role confusion are confounded by a lack of appropriate role models and negative attitudes/stereotypes about minorities in the mainstream society. Thus, issues of inequality, lower academic expectations of minority students, and lack of understanding about multicultural issues and needs of students present a need for a variety of resources to help the teachers to better meet the needs of these Deaf students. Furthermore, students and teachers have the additional challenge of communicating with parents whose first language may not be English. The combination of several factors has a significant effect on the student's self-esteem and identity development process. The curriculum will discuss the overall development of Asian Deaf Identity, including various models and theories, as well as cultural issues in education, particularly a significant lack of a curriculum that recognizes diversity...

Perspectives on the history of deaf education

Lang, Harry
Fonte: Oxford University Press Publicador: Oxford University Press
Tipo: Parte de Livro Formato: 1201816 bytes; application/pdf
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A history of the education of deaf persons is by its very nature a study of social and cultural change. This notion is epitomized in tracing prevailing attitudes about deaf people and how they learn. Such an understanding of deafness as an educational condition shapes the historical highlights discussed in this chapter.; RIT community members may access full-text via RIT Libraries licensed databases: http://library.rit.edu/databases/

Higher education for deaf students: research priorities in the new millennium

Lang, Harry
Fonte: Journal of Deaf Studies and Deaf Education Publicador: Journal of Deaf Studies and Deaf Education
Tipo: Abstract; Article Formato: 927443 bytes; application/pdf
EN_US
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A review of research on deaf students in higher education reveals a significant body of knowledge about the barriers these students face in gaining access to information in the classroom. Much less is known about the potential solutions to these problems. In addition, there is a dearth of research on the effectiveness of such support services as interpreting, note taking, real-time captioning, and tutoring, particularly with regard to their impact on academic achievement. This article summarizes relevant research and suggests directions for educational researches interested in enhancing academic success and the retention of deaf students in higher education programs.

Modified art curriculum for deaf students with secondary disabilities

Hartman, Laural
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Capstone Project
EN_US
Relevância na Pesquisa
46.8%
This capstone project focuses on creating a modified art curriculum for deaf students with secondary disabilities. From personal experiences, there are art curriculums designed for special education students in general and art curriculums for deaf students, but there is no art curriculum for deaf students with disabilities. Since deaf students with disabilities at residential schools already face a limitation by not being able to hear, they shouldn't face more limitations due to another disability. This paper will present what researchers have said about teaching art to both special education students and deaf students. This paper will also include how deaf and special education students' benefit from creating art and what needs to be done to modify or create a curriculum for deaf students with disabilities. Art is an education area where there is a need for improvement. Coming from a strong art background I chose the idea of establishing a curriculum for deaf students with disabilities, also known as "Deaf plus" because I had first hand experience and some struggle finding resources for teaching art to this specialized population. I know this same issue will continue without a proper resource. During my first internship in Canada...

Cultural identity and diversity in deaf education

Parasnis, Ila
Fonte: American Annals of the Deaf Publicador: American Annals of the Deaf
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
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The article begins with a discussion of the sociocultural model of a deaf child as a member of a bilingual minority and examines its implications for deaf education. A case is made for recognizing ethnic diversity within the deaf community in designing and implementing educational programs and policies that strengthen the self identities of deaf children. Several issues related to the accommodation of the diversity of deaf learners are discussed illustrating how such accommodation would enhance their educational experiences. The use of technology, its potential to accommodate diverse deaf learners, and its influence on the deaf community are also discussed.; American Annals of the Deaf article.

Does deafness lead to enhancement of visual spatial cognition in children? Negative evidence from deaf nonsigners

Parasnis, Ila; Samar, Vincent; Bettger, Jeffrey; Sathe, Kamala
Fonte: Journal of deaf studies and deaf education; Oxford Journals Publicador: Journal of deaf studies and deaf education; Oxford Journals
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
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This study investigated whether deafness contributes to enhancement of visual spatial cognition independent of knowledge of a sign language. Congenitally deaf school children in India who were born to hearing parents and were not exposed to any sign language, and matched hearing controls, were given a test of digit span and five tests that measured visual spatial skills. The deaf group showed shorter digit span than the hearing group, consistent with previous studies. Deaf and hearing children did not differ in their performance on the visual spatial skills tests, suggesting that deafness per se may not be a sufficient factor for enhancement of visual spatial cognition. Early exposure to a sign language and fluent sign skills may be the critical factors that lead to differential development of visual spatial skills in deaf people.; This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Journal of Deaf Studies and Deaf Education following peer review. The definitive publisher-authenticated version Journal of Deaf Studies and Deaf Education 1:2 Spring 1996 is available online at: http://jdsde.oxfordjournals.org/cgi/reprint/1/2/145.

Instructional Technology and Education of the Deaf: Supporting Learners, K- College: An International Symposium (2003); E-Learning Across Cultures: Is It Possible?; TabletPC - The New New Thing - Demonstration, and Implications in Deaf Education; Digital Video Conferencing in Deaf and Hard-of-Hearing Instructional Environments; Administrative Support Technology (AST) Sign Vocabulary CD-ROM Project: A Self-Instructional Sign Language Resource for Faculty, Staff, & Students; Use of Instructional Technologies to Train International Teachers of English to Deaf Students; American Sign Language Video Dictionary and Inflection Guide; Career and Technology Learning Outcomes with Deaf and Hard-of-Hearing High School Students from a Single Activity; How NTID's Office of Admissions Reaches Prospective Students Using Available Technology; Teleconferencing: Meeting the Needs of Prospective Students; Interactive CD-ROM for Speechreading: The new DAVID; What's New with C-Print?; Assessing the Effectiveness of a Web-Supported Course for Deaf College-Aged Students; Technology in the College Search Process; Faculty-Driven Technology Transfer: How NTID's Instructional Technololgy Consortium Brings Technology to the Classroom; Roles and Goals: The Impact of Role Models and Expectations on the Success of Individuals Who are Deaf and Hard of Hearing. NETAC introduces a Career Web site and Video Series!; Online Design: Access for Deaf Students; Using NTID IdeaTools website for teaching about Deaf Art and Deaf Artists; Using Online Courses to Create an Electronic Environment to Support Art and Graphic Instruction in the Classroom; The Use of Web-Based Technology in Teaching Reading and Writing to Deaf Students; Using Interactive Physics Software With Deaf College Students

National Technical Institute for the Deaf; Rochester Institute Of Technology; Nippon Foundation of Japan, The; PEN-International; Heschke, Corinne; Beil, Donald; MacKenzie, Douglas; Caccamise, Frank; Berent, Gerald; Poor, Geoffrey; Mallory, James; Sinclai
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Outros Formato: 84092 bytes; 28082 bytes; 27499 bytes; 122436 bytes; 95691 bytes; 27690 bytes; 55016 bytes; 28244 bytes; 32491 bytes; 423238 bytes; 97863 bytes; 28521 bytes; 30402 bytes; 295641 bytes; 28990 bytes; 37117 bytes; 73212 bytes; 26631 bytes; 36510 bytes; 90982
EN_US
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Symposium held June 23-24, 2003 ~ workshops; June 25-27, 2003 ~ Symposium at National Technical Institute for the Deaf, Rochester Institute of Technology , Rochester, NY. See Symposium website at http://www.rit.edu/~techsym/2003/. The objective of the Symposium is to provide a forum for the educators supporting deaf and hard of hearing learners to disseminate information relative to current and future innovations and developments in the use of educational media and technology in the teaching/learning process. Additionally, pre-conference workshops will provide participants with sophisticated, hands-on training on the use of instructional technology in deaf education. The symposium will offer a diverse program with a good mix of K-12, postsecondary and international representation on the program and in participation. Symposium materials are available at the Symposium website: http://www.rit.edu/~techsym; Sponsored by National Technical Institute for the Deaf at Rochester Institute of Technology, The Nippon Foundation of Japan and PEN-International

Bilingual education: is it feasible in deaf education?

Himmelsbach, Kristina
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Master's Project Formato: 4973813 bytes; application/pdf
EN_US
Relevância na Pesquisa
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Bilingual/Bicultural programs are being implemented across the United States with varying degrees of effectiveness. Much of the research documenting the success and failures of such programs are performed in a typical mainstream program where English is the target language. Despite the fact that there are limited studies done in residential schools for the Deaf and hard of hearing, bilingual/bicultural programs are strongly advocated for such settings based on the success of the studies done in the mainstream programs. Due to the fact that bilingual programs do not necessarily mean that there is a bicultural component and that a bicultural program does not necessarily mean there is a bilingual component, the focus of this paper is solely on the effectiveness of bilingual educational'programs. Through a literature review on bilingual education programs in both hearing mainstream programs and residential schools for the deaf, I found that bilingual education programs can be additive or subtractive and that when additive, they are effective. The elements that ensure successful implementation include a teacher who is proficient in both languages, the student is proficient in their first language and that their first language is understood and used in the home by all members of the family. Many ofthese elements are not found in the residential schools for the deaf and therefore it would indicate that more research is needed on the effectiveness of bilingual education programs in Deaf education. The current research findings cannot be used to support the implementation of bilingual education programs in Deaf educational settings due to the fact that the dynamics are completely different.

History of IDEA and the impact on deaf and hard of hearing students

Garfinkel, Adam
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 29677472 bytes; application/pdf
EN_US
Relevância na Pesquisa
56.48%
My master's project focuses on the main federal special education law- the Reauthorization of Individuals with Disabilities Education Act Amendments (IDEA- 1997)- that was due to be reauthorized in the year 2002. The reauthorization bill was left unapproved because the United States Congress has had more urgent legislation involving war with Iraq, the national security of our nation and its citizens and the global war on terrorism, Medicare, the high rate of unemployment and a huge growing deficit. It is timely to investigate the current law because the educational issues of children with disabilities have not been met yet. It is the recommendations for improving IDEA-1997 to benefit deaf and hard of hearing students that I will be focusing on for my research. The rewriting of this law and subsequent reauthorization may set the stage for improving Deaf education.

Journal writing within deaf education

Cassidy, Clare
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 20624160 bytes; application/pdf
EN_US
Relevância na Pesquisa
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Writing has generally always been a source of resentment, aversion and unhappiness for deaf people. It shouldn't be. When one mentions an English writing course, one would involuntarily envision a long class of boring lectures on parts of speech, sentence structures and know their written paper will return all bloody from those red markers. This has to change, the unconscious fear of English within Deaf people affects their academic, personal and social growth.

Multiculturalism: role models for deaf students and the recruiting practices of minority teachers in deaf education

Barkley, Karen
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 12094429 bytes; application/pdf
EN_US
Relevância na Pesquisa
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This study examined 22 of the 62 Teachers of the Deaf Educational programs listed in the American Annals of the Deaf (Vol. 142No.2) with regard to recruitment of teachers with minority ethnic backgrounds. The underlying hypothesis is that teachers serve as role models for their students (Deaf, African Americans, Asian/Pacific Islanders, Hispanics, and Native Americans). Therefore, the ethnicity of all qualified and talented educators should be as diverse as the student population it serves. Thus, the question: Using enrollment as a base to determine the number of minority students qualifying for the professional role as an educator of the deaf, how are current teachers of the deaf programs preparing to meet the diversification needs of school districts nationally? The statistical base prompting the study is a comparison of the ethnicity breakdown of deaf children (The Office of Demographic Studies, Gallaudet University, 1989- 1990)with the ethnicity of 4,487 teachers of the deaf were surveyed in 1981by Jenesma & Crobett. Only sixty-three percent of the student population was white as compared with ninety-four percent of the teachers reported. "Only 5% of the sample reported that they were members of a nonwhite ethnic group" (Jenesma...

Drama in education: instructional strategies for teachers of deaf students

Stewart, Julie
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 10410736 bytes; application/pdf
EN_US
Relevância na Pesquisa
56.72%
Teaching tools continue to be discovered in the education field, including Deaf education. Teaching Deaf students can be challenging for teachers who want to be sure deaf students are learning. World Knowledge, applications, and developing appreciation for life long learning are several goals most teachers have for their deaf students. This thesis will focus on an innovative approach to teaching deaf students that incorporates "Drama In Education" in the classroom teaching. A workshop will be developed to prepare teachers of deaf students about Drama in Education, how to put it into practice and how to assess the students' learning from Drama In Education activities. This workshop will include findings from education research articles and published books on how to incorporate Drama in Education along with cooperative learning, learning styles, and applying their experiences world knowledge theories. It is my hope that educators of deaf students will develop increased interest to adopt this kind of approach into their classroom teaching. I strongly feel that this approach is one of the paths to a better education for deaf students.

Situando as diferenças implicadas na educação de surdos: Inclusão/Exclusão; Looking at the differences implied in deaf education: inclusion-exclusion

Quadros, Ronice Muller de; UFSC - Florianópolis - SC
Fonte: Núcleo de Publicações do CED - UFSC Publicador: Núcleo de Publicações do CED - UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/01/2003 POR
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A proposta do presente artigo é analisar alguns aspectos referentes às políticas públicas de inclusão de crianças especiais, mais especificamente de crianças surdas. A partir de algumas considerações, propor-se-á uma reflexão sobre as diferenças implicadas na educação de surdos que passam a ser confrontadas com as propostas atuais de inclusão. Ater-se-á primeiramente a caracterização das diferenças com base na análise do discurso dos próprios surdos e de “ouvintes”. Posteriormente, apresentar-seá uma análise das implicações lingüísticas, situando-as, sempre que possível no contexto sócio-cultural da educação de surdos. Propor-se-á, finalmente, o reconhecimento pelas diferenças nas práticas de ensino. As discussões travadas situam-se no campo dos estudos surdos , ou seja, um novo campo teórico que prima pela aproximação com o conhecimento e com os discursos sobre a surdez e sobre o mundo surdo (SKLIAR, 1998).; The purpose of this article is to analyze some factors referring to the public policies of inclusion of special children...

Mídia e educação de surdos: transformações reais ou uma nova utopia?; Technology and Deaf Education: Is this a Real Change or a New Utopia?

Basso, Idavania Maria de Souza; EBBSB- Florianópolis - SC
Fonte: Núcleo de Publicações do CED - UFSC Publicador: Núcleo de Publicações do CED - UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/01/2003 POR
Relevância na Pesquisa
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Este texto propõe-se a discutir algumas implicações do uso das novas Tecnologias de Informação e Comunicação – TICs – na educação de surdos. Aborda aspectos relativos à comunicação, cultura, letramento e processo de emancipação humana. Aponta a dificuldade de ingresso dessas tecnologias na educação de surdos, seja pela falta de acesso a elas por problemas econômicos, seja pela formação dos professores para o seu uso, o que afeta toda a educação.; This paper proposes to discuss some implications from new technologies of information and comunication – TCIs – in Deaf Education. It discusses aspects related to the comunication, culture, literacy and human emancipation process. It presents, also, some difficulties to use technologies in Deaf Education, either by economic reasons or by teachers to be not educated for that.