THE INCLUSION OF THE HEARING-IMPAIRED CHILD
USING DIGITAL GAMES TO TEACH LIBRAS AND PORTUGUESE.
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This paper is located in the field of basic education and aims to report challenges that are encountered in the inclusion of hearing impaired students in their initial learning and result in the observation of the trajectory of the same, about how and how long they need to learn to communicate in Libras or learn Portuguese. The challenges in actions presented do not aim at a comprehensive or statistical theory, but rather to propose a succinct and reflective discussion facing their specificities. To present the main difficulties these students face in learning to communicate using libras or le...
This paper is located in the field of basic education and aims to report challenges that are encountered in the inclusion of hearing impaired students in their initial learning and result in the observation of the trajectory of the same, about how and how long they need to learn to communicate in Libras or learn Portuguese. The challenges in actions presented do not aim at a comprehensive or statistical theory, but rather to propose a succinct and reflective discussion facing their specificities. To present the main difficulties these students face in learning to communicate using libras or learning their first words in Portuguese. It is notorious the amount of students with this disability in basic education, it is worth pointing out that these challenges are clear so that schools that have teachers who work in this area offer training, specialization, and higher education courses can seek to adapt to meet people who live this reality.
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