Inclusive handcrafts: an experience report about the participation of a deaf student in the city school of Santa Ines/MA/BRAZIL

Abstract

The theorical contribution of Special Education showed teaching people with disabilities happened only in specific institutions for some time, reinforcing excluding models of education. Over time, school institutions were molding themselves to the offer of specializing service for these types of students, doing then a work ruled by inclusive perspectives. This essay explores the experience of a resource and multifunctional classroom teacher and sign language interpreter with a student with dyskinetic cerebral palsy including deafness and motor sequelae in the project called Inclusive Handcrafts. The goal of this report is to share the experimental narrative of the project, developed at the SRM city school of Humberto de Campos, in Santa Ines/MA/Brazil. The reached results related to the student’s linguistic development in cognitive and social functions will serve as a methodology framework for our observation reports, regarding it as an autobiographical narrative. The results point out a pedagogical practice lined with free and emancipating education of disable/deaf people alongside the challenges of searching for human and social rights in public politics.