Inclusive Practices, Through the Universal Learning Design, in Schooling for Deaf People: The Data and the Effect

This work addresses an educational practice with reference to the Universal Learning Design (DUA) -Mendes and Zerbato (2018) -on the inclusion of a deaf child in a common classroom, as well as didactic-pedagogical possibilities of teaching written Portuguese, as a second language for deaf students, since we realize how challenging inclusion still is, as the deaf student is inserted in an inclusive education that does not use Libras as the language of instruction, since teaching is focused on oral auditory language, where there is a need to use teaching strategies that make it possible to minimize losses in the schooling of these subjects.In addition to a bibliographical review on school inclusion of deaf people (Lodi and Lacerda, 2010), the research is configured as an experience report (Mussi, 2021) that took place in a school in the city of Natal, bringing here small excerpts from an activity, which found the achievement and effect that this method had during the process of including Libras for deaf and hearing students, and the initiation of the process of learning written Portuguese for both hearing students and the deaf student.Thus, we reflect on what is valid to consider in the teaching of deaf people within the inclusive education proposal and what are the losses of this student in terms of their effective schooling.In view of the above, we believe that we could move forward with regard to bilingual classes and schools (Brasil, 2005; 2021) to be able to determine whether these difficulties remain in this Education model.