The literacy and literacy process of student with hearing impairment: a case study

• DOI: 10.22533/at.ed.5583102331033

• Palavras-chave: Literacy; Hearing deficiency; Speechvisionaroarticulatory.

• Keywords: Literacy; Hearing deficiency; Speechvisionaroarticulatory.

• Abstract:

  This article analyzes the process of literacy and literacy of a student with hearing impairment, able to develop and use oral language for communicative functions, indicating the most appropriate literacy method (Martins and Spechela, 2012). This research is characterized as qualitative, being a case study (Godoy, 1995) that studies the schooling of a 9 -year -old student, with hearing loss, oralized, not a Brazilian sign language user. It has cochlear implant that enhances its hearing capacity. But despite the device, this student has difficulty listening and discriminating for certain sounds, skills needed for reading and writing learning (SILVA, 2019). The participants of this research were the mother of the child, the speech therapist and a psychopedagogue who works with it. The data collected and studied authors indicate that the speechavismoarticulatory method known as “little mouths” is the most effective for the student's literacy, as it is best suited to the specific needs of hearing and orality of the subject with coclear implant and or hearing loss, that does not characterize a deafness (SOARES, 2013).