RECEPTIVE LANGUAGE OF AUTISM-DEAF STUDENT

Penelitian ini bertujuan untuk mengetahui bahasa reseptif yang ditunjukkan oleh peserta didik autis-tunarungu. Subjek dalam penelitian ini adalah seorang peserta didik autis-tunarungu di SLB Kembar Karya Pembangunan II. Metode penelitian yang digunakan dalam penelitian ini adalah studi kasus dengan pendekatan penelitian kualitatif. Pengumpulan data dilakukan dengan cara melakukan observasi, wawancara dan dokumentasi selanjutnya analisis data di lapangan dilakukan dengan model Miles and Huberman. Hasil penelitian menunjukkan bahwa peserta didik autis-tunarungu menunjukkan beberapa bahasa reseptif yang dimiliki. Hasil yang ditunjukkan seperti mampu menyamakan gambar, mengetahui kata benda, mampu mengelempokkan warna dan dapat mengikuti intruksi. Hasil ini menunjukkan bahwa peserta didik autis-tunarungu memiliki bahasa reseptif dan dapat mengembangkan kemampuan bahasa seperti bahasa reseptif dan ekspresif. Oleh sebab itu, orang tua dan guru perlu mengetahui kebutuhan dan kemampuan peserta didik autis-tunarungu sehingga dapat merancang kegiatan yang tepat dan memberikan pengajaran dan kegiatan yang sesuai agar peserta didik autis-tunarungu dapat mengembangkan kemampuan bahasa reseptif.

Educação Inclusiva para Surdos: Reflexões de Intérpretes de Libras e Professores de Física dos Municípios de Nova Mutum e Tangará da Serra - MT

ResumoA Política Nacional de Educação Especial dispõe sobre formas de incluir a pessoa surda no Ensino Regular. Este estudo tem por objetivo analisar a conceituação do termo inclusão na visão de professores, que ministram o componente curricular de Física e Tradutores Intérpretes de Língua de Sinais (TILS), e verificar se a formação acadêmica, entre outras, tem influência na inter-relação com o estudante surdo em sala de aula comum. Para tanto, foram realizadas entrevistas semiestruturadas, de abordagem qualitativa, com tratamento baseado na análise de conteúdo, por meio de três categorias. Os resultados apontam para o despreparo dos professores de Física, perante a ausência de algum tipo de formação direcionada para Libras, seja essa inicial, ou contínua, dificultando o acesso às informações pertinentes, como a conceituação do termo inclusão, inferindo na interação direta com o estudante surdo e na promoção da Educação Inclusiva. Portanto, reflexões acerca da obrigatoriedade do componente curricular de Libras, em conformidade com o Decreto 5.626/2005, pelas Instituições de Ensino Superior, que ofertam cursos de Licenciaturas se faz necessário, assim como a formação continuada de intérpretes de Libras e professores de Física da Educação Básica, em prol a um ensino de qualidade diante da inclusão de estudantes surdos. Palavras-chave: Língua Brasileira de Sinais. Educação Especial. Educação Inclusiva.AbstractThe National Special Education Policy provides for ways to include the deaf in regular education. This study aims to analyze the conceptualization of the term inclusion in the view of teachers who teach the curricular component of Physics and Brazilian Sign Language Interpreters (TILS) and to verify whether academic training, among others, influences the inter-relationship with the deaf student in a common classroom. To this end, semi-structured interviews were conducted, with a qualitative approach, with treatment based on content analysis, through three categories. The results point to the unpreparedness of physics teachers, in the absence of some type of training directed to Brazilian Sign Language, be it initial or continuous, making it difficult to access relevant information, such as the concept of the term inclusion, inferring in the direct interaction with the deaf student and promoting Inclusive Education. Therefore, reflections on the compulsory nature of the Brazilian Sign Language component, in accordance with Decree 5.626 / 2005, by Higher Education institutions, which offer undergraduate courses, are necessary, as well as the continued training of Brazilian Sign Language interpreters and teachers of Basic education physics, in favor of quality teaching in view of the deaf students inclusion. Keywords: Brazilian Sign Language. Special Education. Inclusive Education.

Guia ilustrativo de sinais em Libras para o ensino de Biologia

The use of LIBRAS (Brazilian Sign Language) during the classes helps in the learning of deaf students. By creating an illustrative Handbook we seek to facilitate the learning of the deaf student and advise teachers in the area of Biological Sciences. After the preparation of this material we verify how essential it is that other students have access to it, seeking to disseminate it.