Cartography in Studying the Environment: Bilingual Practice Aiming at the Inclusion of Deaf Pupils - Maps for the Future Children Education and Internet - page 286

Fig. 22.15 Photos posted on the model
characteristics of each subject and pupils, it is impossible to draw a homogenizing
circle. If the listener in a culture has the same logic, do we recognize the differences
among pupils? I mean that we should not expect formulas already set for teaching
and we can work with deaf pupils and/or mixed classes. Each pupil, deaf or listener,
has his/her potential, specific needs and desires. With respect to all the research and
activities, we were very clear how the language is the key element when it comes to
teaching the deaf. The respect for their language and their appreciation of the visual
field may be the only thing we can say categorically. It is impossible to think about
full inclusion if the classes are designed under the logic “ethnocentric listener”
(Fernandes 1998 ).
The teacher, who is faced with this situation, should dip in a constant process of
reflection and their teaching practice. If we want a democratic school, we should
expect it to be prepared to receive each of the pupils, deaf and hearing. The teacher