Deaf students and school inclusion: an analyses of teaching practices of 1ST-year Elementary Education Teachers at a Brazilian School

This paper investigated the process of deaf children's inclusion in regular classes, describing the communicative actions adopted by teachers and the effectiveness of communicative processes between them. The research was qualitative and the study object was the analysis of two teacher-student pairs. It was conducted at two city-run elementary education schools in a city of State of Sao Paulo. The teachers responded to a survey comprising reflections on their teaching practice. The results showed that they must be close to their students, making adaptations and structuring communicative and teaching strategies for each student, and that a continuing training for teachers who teach these students is needed.