Inclusive approaches to deafblindness in the educational environment from the perspective of multifunctional resource room teachers

Abstract

This research addresses the school education of deafblind students, emphasising the importance of inclusive practices and teacher training in Specialised Educational Assistance (SEA). It presents the context of deafblindness and the challenges faced by educational institutions in promoting inclusive education. The aim is to understand what the inclusive approaches are to meet the specific needs of these students, exploring methodologies, types of communication, curricular adaptations and appropriate teaching materials, from the perspective of teachers who work with deafblind students. This research is justified by the scarcity of materials and practices aimed at deafblindness, since the inclusion of these students is relatively new in schools, generating the need for support and continuous training for the professionals involved. The methodology used was qualitative, descriptive and exploratory, involving a literature review on the subject and semi-structured interviews with bilingual teachers who work in the SEA of deafblind students. Data analysis sought to identify the main strategies adopted in everyday school life, as well as the importance of collaborative work between educators and other school professionals. It was concluded that ongoing training is essential for teachers to adapt to the specificities of each student and for the educational environment to be truly inclusive. By integrating the best pedagogical practices and adapting resources according to the student’s profile, it is possible to improve the teaching-learning process and offer a quality education that values the individuality and potential of deafblind students.
Keywords: Deafblindness. SEA. Inclusive approach.