Publicação
Interaction between teachers and deaf students: a systematic review of the literature
| Resumo: | The aim of this study was to conduct a systematic literature review on the interaction between teachers and deaf students in Brazil and Portugal. The search was limited to research carried out in the last decade (2013-2023) in the following databases: Annual Reviews, DOAJ, Scielo, Scopus, Web of Science and Willey Interscience. The following search terms were used: teacher, student, deaf and interaction. 15 studies were selected that met the inclusion and exclusion criteria. Among the studies selected, the first author to be associated with Brazilian institutions (n=14) was in a higher number, with only one study published in Portugal (n=01). Twelve studies (n=12) used qualitative research, and the majority of studies (n=06) were based on the legal, ontological, epistemological and pedagogical principles advocating inclusive education. Although few studies (n=05) point to the positive potential of interaction between the teacher and the deaf student, this is an aspect that needs more attention as we still need to provide quality education to these students who are already enrolled in classes and thus guarantee them the realization of their rights as learners. Overall, we conclude that the majority of the studies (n=10) indicate limitations, barriers and obstacles that hinder the interaction between the teacher and the deaf student and consequently affect their learning. |
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| Autores principais: | Machado, Maíra Souza |
| Outros Autores: | Cruz-Santos, Anabela; Duarte, Ana Cristina Santos |
| Assunto: | Inclusive education Interaction Deafness Systematic review literature |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | The aim of this study was to conduct a systematic literature review on the interaction between teachers and deaf students in Brazil and Portugal. The search was limited to research carried out in the last decade (2013-2023) in the following databases: Annual Reviews, DOAJ, Scielo, Scopus, Web of Science and Willey Interscience. The following search terms were used: teacher, student, deaf and interaction. 15 studies were selected that met the inclusion and exclusion criteria. Among the studies selected, the first author to be associated with Brazilian institutions (n=14) was in a higher number, with only one study published in Portugal (n=01). Twelve studies (n=12) used qualitative research, and the majority of studies (n=06) were based on the legal, ontological, epistemological and pedagogical principles advocating inclusive education. Although few studies (n=05) point to the positive potential of interaction between the teacher and the deaf student, this is an aspect that needs more attention as we still need to provide quality education to these students who are already enrolled in classes and thus guarantee them the realization of their rights as learners. Overall, we conclude that the majority of the studies (n=10) indicate limitations, barriers and obstacles that hinder the interaction between the teacher and the deaf student and consequently affect their learning. |
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