DEAF CHILDREN, HEARING PARENTS: FAMILY CONTRIBUTIONS TO THE LEARNING OF PORTUGUESE LANGUAGE

The learning of the Portuguese language (in the written modality) as the second language for the deaf students is undoubtedly one of the biggest challenges of the inclusive education. Part of this trouble can be related to the late contact that the deaf children have with the sign language (Libras), once the clinical orientations engage a central position to the referral adopted by the family that is, mostly, constituted by hearing parents, when the deafness is detected. The focus in the clinical orientations relegates the knowledge of the deaf culture to a second language that usually happens when the child gets in the school. In the research we aim to reflect about how the family can contribute to minimize the learning troubles of the second language faced by the deaf students. It is a basic qualitative research that pursuits by a study of literature review of the educational areas, legislation and psychology, to observe the actions of the family that can contribute positively to the learning of the Portuguese language.