The multifunctional resource room can be

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Used as a complement to the regular class. There, there is a specialized teacher who assists one or a few deaf students and, through audiovisual materials, reinforces the concepts learned in the regular class. Another subitem, the so-called specialized educational service, is considered by many authors to be segregating. One of the authors researched, Rosana Glat, sees it as a way out of the lack of resources, considering it as a means of inclusion. Ana Claudia Balieiro Lodi also sees this service as a case of segregating in order to integrate. The specialized educational service teacher carries out pedagogical support for the deaf, with the aim of improving their academic development and, thus, including them in the common class. In interviews carried out with teachers, statements were heard that students without disabilities should attend regular classes.

While those with disabilities would attend special education. Due to a lack of structure, those who try regular schools return to specialized educational services Phone Number List or specialized schools. One of the authors researched, Góes, goes in the opposite direction of what these teachers think, considering the philanthropic and welfare vision of special schools to be inefficient. The concepts of integration and inclusion constituted part of the approach to this research. It was found that, to achieve integration, it is enough to provide equal opportunities to special students and the rest of the community. However, for inclusion to be achieved, equal conditions would have to be provided. Even after the special child is able to enroll in a school, if measures are not taken to ensure their.




Permanence and development of their skills, in the search for a satisfactory teaching-learning process, it will be presented as integration. It was found that, if it is a special student who needs to adapt to regular education, and the school does not make adaptations to receive them, this is also the case of integration. Mantoan (2015) opines that, by attending regular classes and specialized educational services, the student would be having partial inclusion. Góes (2004) states that a differentiated curriculum project, methodologies and effective support for the teacher is necessary so that special students develop their skills. Glat (2007) adds that the education network must make adaptations and support deaf students so that they can fully develop socially and cognitively.