Cartography in Studying the Environment: Bilingual Practice Aiming at the Inclusion of Deaf Pupils - Maps for the Future Children Education and Internet - page 285

Fig. 22.14 Large bilingual legend containing references and a list of points that the pupils liked
and disliked in fieldwork

place in the representation. Pupils Renato, Dalila and Nathalia found the most
suitable places soon, while the others were sometimes distracted by small details
of the model, such as the composition of materials.
Next, we asked them to fit the photos (with subtitles BSL) with the most
appropriate place (Fig. 22.15 ). The photos chosen were those shown in Fig. 22.14 .
Again, some pupils excelled showing a greater interest, while others just participated.
Finalizing the framework, we discussed this activity: “like—don't like”. In a general
evaluation of this activity with the model, we conclude that it would have been the
ideal way if the activities had been done individually or in pairs. Thus, the number of
negative answers would probably have been smaller and everyone would have been
involved in a similar way. However, we understand this as an excellent activity as
well as a method of introducing the elements of cartography, allowing visual
discrimination, memory and perception of living space.

22.4 Final Considerations, Far from One Conclusion

...

Start by saying that methodological and practical issues are far from a model. This
is because if the deaf community shares cultural and linguistic elements, which
enables us to define them as such, on the other hand the specific needs and