Surdez e autismo: possibilidades de intervenção pedagógica

Abstract

This study aims to investigate, in the bibliography studied, how the study on the autistic deaf person is contemplated, in particular with regard to inclusive practices based on pedagogical strategies for teaching reading and writing, and to disseminate possibilities of intervention constituted in order to contribute to the improvement of this specificity. This study is a graduation research that works on the interface between Education, Inclusion and Training of the Bilingual Pedagogue. The work is based on the perspective of the Inclusion of the Autistic Deaf student and for this, some authors such as Mantoan (2006) were used as theoretical basis, where she discusses the difference of Integration and Inclusion, Vigotsky (1983) "Defectologia Sovietica" the disability compensation, Amanda Santos Rocha (2016) "Deafness and Autism: a case study," the theme approach with the aim of inserting information about autistic deaf people in Brazil, Fernanda de Araujo Binatti Chiote (2011) "Pedagogical mediation in the inclusion of children with autism in Early Childhood Education ", where the objective is to discuss pedagogical mediation in the inclusion of autistic children in Early Childhood Education. A bibliographic research was done through virtual databases, in a quantitative and qualitative way, with the deepening of the analysis of those articles directly related to the theme of this study. A search was performed using the keywords in the virtual databases. Through this research were constituted two categories. The first deals with special education in the perspective of inclusive education: deafness and autism. The results found for this category reinforce the need for inclusive education and discusses the inclusion of deaf people. The second category, called "Deaf-autistic and learning of reading and writing: presence and absences in the bibliography found and possible pedagogical interventions" presents as results the discussion of reading and writing learning and possible pedagogical interventions for teaching learning of autistic deaf students. We understand that the school environment is conducive to the inclusion of differences, and care in the elaboration of pedagogical mediations that contemplate these needs is fundamental. From the pedagogical interventions it can be understood that the inclusion of the autistic deaf subject will recognize the singularity of the individual.