Deaf education: report of an inclusive experience for teaching science and biology

Abstract

This paper aims to present the effectiveness of different teaching resources invested in science and biology classes for teaching deaf students. We used the qualitative research methodology, exploratory method and field study to analyzes of deaf students. The fact of the discipline LIBRAS (Brazilian Signal Language) to be inserted in the curriculum of the course of biological science sparked the interest of the authors to start to work about the theme. As guiding questions we indicated: Is it possible to teach the cell biology and histology for deaf students inserted in the school system? The data were collected in five classes taught using a several teaching resource for deaf students of one public school, located in Bandeirantes-PR, Brazil. It were applied, to the deaf students, previous and posterior questionnaires the classes. The results were positive, because demonstrated advantages of the utilization of differentiated teaching resource applied in the cell biology and histology contends for deaf students. It is necessary to detach that, in this work, the manufacture of models with clay, realized by the deaf students, at the end of the sequence of classes, what helps in the increase of the comprehension of the contends. We also emphazise the importance of the interpreter of LIBRAS in the classroom and the necessity of the training of the teachers for act with deaf students.