Research on teachers' perceptions of a more inclusive teaching process in the school context

Abstract

The present study is justified by the concerns of researchers regarding the teaching of deaf students, as there are results from studies by other authors, that teachers often do not have adequate qualifications to meet the demand of students with some type of disability. So the questions that involve this research are centered on: how is the teacher qualification facing inclusive issues? Is the pedagogical practice centered on inclusive methodologies? In this sense, the main objective is to investigate how the teacher is acting in the inclusive context in order to contribute to the teaching-learning process of deaf students, who live in a regular school context with different realities. The methodology is based on the analysis of the aforementioned information, which was organized by means of a questionnaire and the results showed that most teachers have had or have students with a disability and that most of them do not use different methodologies for teaching, but they were concerned about wanting to qualify and improve the teaching-learning process of students with hearing impairment. It is concluded that there are several methodologies that can be used by teachers in the classroom to work with deaf students and that enable the construction of knowledge and improvement in the teaching process, in addition to providing teachers with new ways of organizing their pedagogical practice.