Revista CEFAC
https://revistacefac.org.br/article/doi/10.1590/1982-0216/202628111324
Revista CEFAC
Original Articles

Parents' and teachers' perceptions of school inclusion of children presented with hearing loss

Percepção de pais e professores sobre o processo de inclusão escolar de crianças com deficiência auditiva

Viviane Dutra Piber; Daniela Martins Sanfelice; Diéssica Zacarias Vargas Lopes; Tatiane Schmitz Garcia; Dayane Domeneghini Didoné; Eliara Pinto Vieira Biaggio

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Abstract

Purpose: to analyze and relate the perception of parents of students with hearing loss (HL) and their teachers regarding the impact of HL on school relationships.

Methods: 26 parents/guardians and 16 teachers of schoolchildren linked to a Hearing Health Program participated. A structured questionnaire with objective questions was applied. Data were analyzed with descriptive and inferential statistics.

Results: most parents (53.8%) considered that school favors the social life of their children, although 34.6% report difficulties in school relationships. Among teachers, 100% indicated that school favors social relationships and friendship, but 75% reported difficulties in the teaching process. There was agreement between the groups regarding the presence of school inclusion and the existence of barriers, especially related to communication and teaching resources, although without statistically significant differences.

Conclusion: parents and teachers recognize the importance of school in promoting the social interaction of schoolchildren presented with HL and share similar perceptions about the impacts of disability on school interactions. Teachers indicate challenges in the teaching process and in the use of assistive technologies, pointing to the need for continuing education and inclusive strategies that favor the permanence, accessibility and participation of these students.

Keywords

Hearing Loss; Mainstreaming, Education; School Teachers; Parents; Child

Resumo

Objetivo: analisar e relacionar a percepção de pais de escolares com deficiência auditiva (DA) e de seus professores quanto ao impacto da DA nas relações escolares.

Métodos: participaram 26 pais/responsáveis e 16 professores de escolares vinculadas a um Programa de Saúde Auditiva. Foi aplicado um questionário estruturado com questões objetivas. Os dados foram analisados por meio de estatística descritiva e inferencial (Teste de Fisher).

Resultados: a maioria dos pais (53,8%) considera que a escola favorece o convívio social de seus filhos, embora 34,6% relatem dificuldades no relacionamento escolar. Entre os professores, 100% indicaram que a escola favorece as relações sociais e de amizade, mas 75% relataram dificuldades no processo de ensino. Observou-se concordância entre os grupos quanto à presença de inclusão escolar e à existência de barreiras, sobretudo ligadas à comunicação e aos recursos didáticos, embora sem diferenças estatisticamente significativas.

Conclusão: pais e professores reconhecem a importância da escola na promoção do convívio social de escolares com DA e compartilham percepções semelhantes sobre os impactos da deficiência nas interações escolares. Os professores indicam desafios no processo de ensino e no uso de tecnologias assistivas, apontando para a necessidade de formação continuada e estratégias inclusivas que favoreçam a permanência, a acessibilidade e a participação desses alunos.

Palavras-chave

Perda Auditiva; Inclusão Escolar; Professores Escolares; Pais; Criança

Referencias

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Submitted date:
28/11/2024

Accepted date:
22/08/2025

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