The importance of visual literacy, and linguistic accessibility in inclusive education

Authors

DOI:

https://doi.org/10.5335/rep.v31.15483

Keywords:

teaching, accessibility, people with hearing impairment

Abstract

The school provides an environment full of stimulation for language acquisition and integration into social practices. We highlight visual literacy as an important concept in the education of students with hearing loss. This article aims to consider the process of linguistic and academic development of these students, highlighting the bilingual proposal, basing visual literacy as an important factor in this process, combined with the use of accessible strategies and teaching materials. The methodology used was exploratory research, a qualitative narrative bibliography, we analyzed previous studies and academic records. We conclude that the time of the image is the time of the word, as it requires the bilingual teacher to use the appropriate way of creating materials for students, encouraging, and presenting concepts in such a way that they are internalized and externalized significantly with autonomy. We conclude that the visual potential for learning and social integration of these students depends on linguistic accessibility, the training of bilingual teachers, and the use of elaborate visual materials.

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Author Biographies

  • Sandro Medeiros Portella, Universidade Federal Fluminense

    Ph.D. student in the Postgraduate Program in Sciences, Inclusion, and Technology - Universidade Federal Fluminense (2021); Master in Science and Biotechnology - Universidade Federal Fluminense (2018), I am developing my research on Accessibility, Curricular adjustments for students with hearing impairments, as well as Pedagogical Methodologies and Architectures that include technological and Inclusive aspects. Graduated in Pedagogy - National Institute of Education for the Deaf/DESU (2014), with a Specialization from the same institution, deepening knowledge from the Perspective of Bilingual Education for Deaf students (2016). Specialized Bilingual Teacher, works as a primary school teacher at INES, at the Paulo Freire Municipal School (Bilingual Classes), and as a Distance Learning Tutor Teacher at UNIASSELI. (Graduation: Pedagogy). I belong to the Galileo Galilei Inclusion Center and the TeCEADI+ Research Group: Computational Technologies in Teaching and Learning from the Perspective of Diversity, Inclusion, and Innovation. I have experience in Deaf Education, strategies for adapting teaching materials, and creating accessible activities and teacher training. https://orcid.org/0000-0002-8823-0032

  • Luciana Da Silva Goudinho, Universidade Federal Fluminense

    PhD in Sciences, Technologies and Inclusion from the Universidade Federal Fluminense - PGCTin/UFF. Master in Literature Studies from UFF with research focused on the study of Comics and the Brazilian Police Novel. Graduated in Literature - Portuguese/Literature with research in the area of Semiotics from Universidade Federal Fluminense. Currently, a Bilingual Teacher certified at Niterói City Hall, developing materials adapted in Libras for students in the initial grades, and a Specialized Educational Service Teacher in the Multifunctional Resources Room certified at the Municipal Network of Rio de Janeiro, focusing on producing materials adapted for autistic students and with learning difficulties. Certified by PROLIBRAS to work as a Translator, Interpreter, and Libras Teacher. Research and studies focused on Bilingual Education, Teaching Portuguese to the Deaf, and Teaching Libras to Hearing Classes. Collaborator of the Galileo Galilei Project - Production of adapted teaching materials. Postgraduate in Translation/Interpretation and Teaching of Libras from the Tuiuti University of Paraná

  • Sérgio Crespo Coelho da Silva Pinto, Universidade Federal Fluminense

    Adjunct Professor at the Fluminense Federal University UFF. Coordinator of the Doctoral Program in Science, Technology, and Inclusion at UFF. Leader of the CNPq research group: TeCEADI+: Computational Technologies in Teaching and Learning from the Perspective of Diversity, Inclusion, and Innovation. He is a guest professor in the Master's Program in ICTs at the Technological University of Panama. He holds a degree in Data Processing Technologist from the University of Vale do Rio dos Sinos (1987), a Master's degree in Systems and Computer Engineering from the Federal University of Rio de Janeiro - COPPE-Sistemas (1995) and a PhD in Informatics from the Pontifical Catholic University of Rio de Janeiro. Rio de Janeiro (2000). He served as a full professor at the University of Vale do Rio dos Sinos from 1990 to 2013, - He was part of the editorial committee of the Revista Brasileira de Informática na Educação (1414-5685). He spent from April 2013 to November 2013 as a Visiting Professor at DCC-UFMG. He has experience in the area of Computer Science, with an emphasis on Software Engineering, working mainly on the following topics: Diversity and Inclusion, Distance Education, Information Technology in Education, and software engineering applied to education

  • Ruth Maria Mariani Braz, CMPDI/UFF

    PhD in Science and Biotechnology from Universidade Federal Fluminense. Lato Sensu Specialization in Special Physical Education in the Area of ​​Mental Disability (Castelo Branco University). I have a degree in Full Degree in Physical Education from the Federal Rural University of Rio de Janeiro. I am a teacher teacher I - Secretary of Education of the State of Rio de Janeiro, currently teaching in the Professional Master's Degree in Diversity and Inclusion as a permanent teacher. I acted as executive coordinator of the International Spreed The Sign project in Brazil. I develop research related to Inclusive Education, assistive technology, making adapted materials in order to help students with special educational needs in regular teaching classes, a philosophy that I defend and is currently adopted in the institutions where I work. I coordinate the Galileu Galilei project, I have experience in the Education area, with an emphasis on Inclusive Education, acting mainly on the following themes: teacher training, public policies, diversity, awareness, adaptation of materials and playing.

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Published

2024-05-05

Issue

Vol. 31 (2024): PUBLICAÇÃO CONTÍNUA

Section

Artigos de fluxo contínuo

License

Copyright (c) 2024 Sandro Medeiros Portella, Luciana Da Silva Goudinho, Sérgio Crespo Coelho da Silva Pinto, Ruth Maria Mariani Braz

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais são mantidos pelos autores, os quais concedem à revista o direito de primeira publicação. 

How to Cite

The importance of visual literacy, and linguistic accessibility in inclusive education. Revista Espaço Pedagógico, [S. l.], v. 31, p. e15483, 2024. DOI: 10.5335/rep.v31.15483. Disponível em: https://ojs.upf.br/index.php/rep/article/view/15483. Acesso em: 15 oct. 2025.