Teaching Science to Elementary School Deaf Children in Brazil


Discussions related to teaching deaf students in Brazil are mainly focused on language problems, and only a few address other issues, for example, teaching science for this group. During the observation of the recurrent successful results obtained by the experimental methodology used in science short courses for secondary school Deaf pupils, performed by the Deaf Project—UFRJ, the possibility of offering this kind of activities to younger deaf pupils took place. As a result, a new approach for teaching science was attempted by creating the Science Space—EspCie1, destined to the first classes of the elementary school, inside the National Institute for Deaf Education. There are a number of difficulties in deaf education, mainly at these early stages. This action intended to increase children scientific knowledge using an investigative approach and also to provide reflections on new ways of teaching for the teaching staff and undergraduate students from a Pedagogy course. The results suggested a very positive impact. The experimental methodology led to an increased interest in science by the elementary school children and most of the pupils who took part in the activities presented language refinement, increased self-esteem and self-confidence. In addition, there was a good acceptance by the school community and teaching staff.

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Flores, A. and Rumjanek, V. (2015) Teaching Science to Elementary School Deaf Children in Brazil. Creative Education, 6, 2127-2135. doi: 10.4236/ce.2015.620216.

Conflicts of Interest

The authors declare no conflicts of interest.


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