Estudante CODA: desafios e estratégias na comunicação entre escola e família

Abstract

The establishment of a school-family partnership for CODA (Children of Deaf Adults) students—which refers to children of deaf parents—requires the elimination of potential barriers and the guarantee of accessibility rights. In this context, this study aimed to investigate how the Municipal Centers for Early Childhood Education (CMEIs) and municipal schools in Itabirito identify the parents or guardians of students, particularly CODA students, and what actions or initiatives are undertaken to welcome and integrate these families. The research was based on a questionnaire sent to the Municipal Department of Education (SEMED) of Itabirito and to the municipal institutions identified by the department as having CODA students. The responses revealed that deaf guardians were identified during the enrollment process and that communication with families varies at different points of interaction. The results also highlighted the need for Brazilian Sign Language (Libras) interpreters and for training the school staff, which were suggested as actions to improve the identification and communication with deaf individuals.