INCLUSIVE EDUCATION AND GEOGRAPHY TEACHING TO DEAF STUDENTS: A CASE STUDY

um estudo de caso

Abstract

This article addresses inclusive education and how it manifests itself in the teaching of geography to deaf students. This study is based on the assumption that teachers need to use methodologies that are tailored to the needs of their students. In this context, the aim of this research was to analyze the teaching methodologies used by geography teachers when teaching deaf students at Josina Machel Secondary School.  To this end, qualitative research was conducted, using techniques such as literature review, document analysis, classroom observation, and interviews. The interviewees included geography teachers who work with students with Special Educational Needs, Mozambican sign language interpreters, and school administrators. Class observation took place in classes of students with Special Educational Needs. The results reveal difficulties in interaction between teachers and students during the teaching-learning process. Teachers do not prioritize the use of teaching materials and methodologies that value visual-spatial reading, ignoring that the cognitive development of a deaf student is structured based on visual information. The research recommends the use of visual-spatial material and cartography as a method of teaching geography.

Keywords: Inclusive Education; Special Educational Needs; Geography Teaching.