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Abstract

The article aims to understand how academic research expresses in their productions speeches about the bodies of women said to have intellectual disabilities. The literature has found substantial delays in reading and writing skills in deaf children, but it is scarce regarding the Portuguese language. The present study aimed to characterize a sample of Portuguese deaf students (3 boys, 4 girls, ages 11 to 12) in terms of degree of deafness, age of diagnosis, time of use of prostheses or implants and age of admission in a specialized school; and to evaluate the competence of these students in the reading and writing in their second language. The students were submitted to a battery composed of 6 tasks, evaluated word decoding, image-word matching, compliance with written instructions, subtitling of images, understanding a written narrative, and producing a written narrative. Large discrepancies were observed in all independent variables. As for the dependent ones, the understanding and the production of a written narrative were the competences in which the students revealed greater difficulties. Intervention strategies should focus on improving reading comprehension, focusing not only on basic skills, ensuring adequate knowledge of the vocabulary used in a specific story, but also on more complex skills, scalping its structure and training inference skills at a global level. The data revealed can be an important contribution, insofar as the identification of strong and weak areas can allow an adjustment of objectives, methods and / or strategies that effectively meet their real needs.