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(Referência obtida automaticamente do Web of Science, por meio da informação sobre o financiamento pela FAPESP e o número do processo correspondente, incluída na publicação pelos autores.)

The invisible student in physical education classes: voices from Deaf and hard of hearing students on inclusion

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Autor(es):
Tanure Alves, Maria Luiza [1] ; de Souza, Joslei Viana [2] ; Grenier, Michelle [3] ; Lieberman, Lauren [4]
Número total de Autores: 4
Afiliação do(s) autor(es):
[1] Univ Estadual Campinas, Fac Phys Educ, Campinas - Brazil
[2] Univ Estadual Santa Cruz, Dept Hlth Sci, Ilheus, BA - Brazil
[3] Univ New Hampshire, Dept Kinesiol, Durham, NH 03824 - USA
[4] SUNY Coll Brockport, Dept Phys Educ & Sport, Brockport, NY 14420 - USA
Número total de Afiliações: 4
Tipo de documento: Artigo Científico
Fonte: INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION; MAY 2021.
Citações Web of Science: 0
Resumo

Students with disabilities have described issues related to participating in activities during physical education (PE) classes with feelings of being excluded. This study investigates the inclusive process of the Deaf or hard of hearing students in school from the specific context of PE class. Qualitative research using semi-structured face to face interviews were utilised with a convenience sample of seven Deaf or Hard of hearing students. All interviews were conducted on a dialogue with assistance of a professional sign language interpreter. The results were analysed through Delucca's theoretical framework on inclusion. Thematic analysis revealed two major categories, (1) I don't understand and (2) Feeling invisible. These categories exposed the difficulties of the inclusive PE class environment on Deaf and hard of hearing students. Students expressed difficulties understanding the PE activities and sports proposed during classes. Sign language or other strategies to communicate were not part of teachers support system for instruction, nor did the teachers interact with the Deaf students or their interpreters. All social interactions of the Deaf children were limited to the sign language interpreter. PE classes were recognised by Deaf and hard of hearing students as a place of non-acceptance and indifference. (AU)

Processo FAPESP: 15/18113-1 - Educação Física na perspectiva inclusiva: identificação dos obstáculos e facilidades na rede municipal de ensino de Campinas - SP
Beneficiário:Maria Luíza Tanure Alves
Linha de fomento: Auxílio à Pesquisa - Programa Ensino Público