FROM PLANNING TO PRACTICE: AN ACCESSIBLE EDUCATIONAL GUIDE FOR STUDENTS WITH HEARING IMPAIRMENTS IN THE SCHOOL CONTEXT

Abstract

Amidst the search for truly inclusive education, this guide results from a practical experience during a master's degree in educational science at Leonardo da Vinci University. The central objective is to present a set of practical activities, accessible to diverse classrooms, that promote motor, sensory, linguistic, and cognitive skills in students with hearing impairments. The guide argues that, with specific adjustments, the activities can reach people of different ages and even those with other disabilities, breaking down learning barriers and strengthening everyone's participation. The proposal prioritizes inclusion, patience, strategic repetition, and the idea that each student can progress at their own pace, respecting individual rhythms and singularities. The structure organizes four central activities, articulated to stimulate motor coordination, sensory perception, reading and writing, as well as the understanding of numbers and basic vocabulary. The methodological approach combines Special Educational Needs (SEN) support, Brazilian Sign Language (Libras) as a bridge language, and Universal Design for Learning (UDL), focusing on visual aids, tactile signs, and bilingual mediation during the sessions. The evaluation blends continuous monitoring, a reflective portfolio, and bilingual rubrics with summative assessment at the end of cycles, to measure achievements and adjust the pedagogical path. The implications for inclusive educational practice highlight the need for continuous teacher training, accessible teaching resources, cooperation between classroom teachers, Libras interpreters, and families, and public policies that support the implementation of bilingual and student-centered practices, promoting equity, autonomy, and effective participation in school.