Introduzindo a educação regular bilíngue bimodal inclusiva na Holanda usando as melhores práticas da Austrália
DOI:
https://doi.org/10.17058/signo.v48i92.18809Palavras-chave:
Escola bilíngue bimodal (BiBi), Educação regular inclusiva, Co-matrícula, Ensino Fundamental, . Língua de sinais de Holanda (NGT)Resumo
Na Holanda, a maioria das crianças surdas e com deficiência auditiva (SDA) segue a educação regular, sem instrução direta em língua de sinais. Embora as escolas para surdos possam oferecer educação bilíngue bimodal, há um movimento geral em direção a uma educação mais inclusiva. Internacionalmente, escolas regulares bilíngues bimodais (BiBi) foram criadas para fornecer instrução direta em língua de sinais para crianças surdas e ouvintes, acesso a colegas surdos e professores especializados em educar crianças SDA. Apresentamos nossos planos para a introdução de um programa BiBi em duas escolas regulares na Holanda, com base nas experiências e melhores práticas da Escola Estadual Toowong em Brisbane, Austrália. Discutiremos questões e desafios remanescentes, como por exemplo, como começar, como informar e inspirar a equipe, quais funções os assistentes de ensino e intérpretes devem ter e como introduzir o uso da língua de sinais na escola para alunos surdos e ouvintes. Embora as práticas e regulamentações possam diferir entre os países, compartilhar desafios e melhores práticas é informativo e inspirador. Nosso objetivo é contribuir para a discussão em torno da educação inclusiva e como alcançar interações sociais sem barreiras em um ambiente de aprendizado ideal para crianças com SDA.
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