Amongst the interviewed professors, all had confirmed that, the analyzed deaf pupils in classroom, possess such ' ' perdas' '. On the other hand, 10 of the 18 interviewed professors, had said that the lack of auditory sequence which the deaf pupils had been submitted to an analysis, does not possess this ' ' perda' ' , while 4 professors had answered that some pupils also do not contain the lack of auditory figure and 1 professor answered that the lack of auditory attention the same ones do not possess. Source: Teneo. Being that, the lack of auditory discrimination, the lack of auditory memory and the lack of auditory analysis, had gotten a percentage of 100%, a time that, the 18 interviewed professors had answered that the pupils possess these ' ' perdas' '. DIFFICULTIES IN the INFORMATION the graph below shows as the deaf pupils feel difficulties when going to the search of more knowledge. Graph 5: Of the difficulties of information of the deaf pupils, before the library or room of reading inside of the pertaining to school institution.

SOURCE: Elaboration of the author (Research of field? Luis Carlos/Nov.08). In this graph 5 they are clearly the difficulties that the pupils in analyses find before libraries reading room. One perceives that amongst the 18 interviewed professors, 94% had answered that the pupils find many difficulties in relation to the acquisition of the information, not only in the libraries and room of reading, as well as, in repassing of the works in classroom. However, 6% of these same professors had only answered that the pupils obtain to acquire the information that they inside need the library. FINAL CONSIDERAES As if can evidence, the field research sample that, such difficulties above are existing in the learning of the deaf pupils. Factors exist some that they disable that the deaf being obtains to assign its abilities of learning in classroom, beyond the constant errors that if present in the writing and reading, as: deaf grafia sonorous; in the oralizao; junction/separation; omissions; exchange of ' ' am' ' for ' ' to ' ' ; generalization; other alterations; similar letters; multiple representations; inversions and addition.

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