Mainstreamming the deaf child

Abstract

This article emphazises the importance of educational projects that provide conditions to include the deaf child in the regular school system. It identifies as the main point the challenge of the school to face the languages problems that affect the learning of the different child. It proposes that the school not only identifies the difficulties of the language due to the conditions imposed by deafness, but also and overall, looks for conditions that allow the child to face the conflict in the interlocutory process – teacher-student and deaf child – in the classroom. Regarding text production, I understand that the writing of the deaf child conveys senses and the teacher can help the child to constitute itself as an author of its own discourse, discussing with it about the clues that need to be provided to the reader of the text in order that the understanding get closer to the meaning that the child intends to reach.