Author(s)

Rosane de F. A. Obregon¹, Tarcisio Vanzin², Vânia R. Ulbricht²

¹Bachelor Interdisciplinary Course in Science and Technology, Federal University of Maranhao, San Luis, Brazil.
²Program Graduate Engineering and Knowledge Management, Federal University of Santa Catarina, Florianopolis, Brazil.

The culture of learning that defines Web Society converges to the construction of a new educational model, featured by the diversity and plurality of individuals. However, the normality standards are socially established accentuate the problem that stigmatizes the universe of deficiency, which relates it to incapacity or ineffectiveness. The objective of this article is to comprehend the learning processes circumscribed to the universe of people with hearing and visual impairments along with people without deficiencies. Therefore, it is utilized by the qualitative research supported by the Focus Group technique. Based on the Situated Cognition Theory and Jungian Symbolic Pedagogy, the participants’ perceptions are analyzed in three different focal groups. It is possible to reframe the concept of inclusion by indicating that learning difficulties are not directly connected to the deficiency, but indeed come from the shadow formed in unconsciousness. The inclusive proposals must overcome the paradigm of dominantly rational learning and include wider dimensions that also form the totality of being.

Hearing Deficiency, Visual Deficiency, Situated Cognition Theory, Jungian Symbolic Pedagogy

Obregon, R. , Vanzin, T. and Ulbricht, V. (2016) Focal Group Technique: Overcoming Normality Standards While Comprehending Inclusive Learning. Creative Education, 7, 520-532. doi: 10.4236/ce.2016.73053.