Resumo

MACO TUESTA, Shelvy Stefany; RAMOS BECERRA, Luis Martin  e  SOBERO CAIRA, Juana Gloria. Inclusión and literacy in deaf students: a challenge in educational institutions. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.37, pp.1366-1388.  Epub 24-Fev-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i37.988.

Inclusive education for deaf students, focused on their literacy process, represents a relevant challenge in current educational institutions. This study, with a qualitative approach, aimed to analyze how this inclusion is addressed through a systematic review of the literature. A descriptive type and a documentary review design were used, considering stages such as planning, textualization, revision and editing. The sources were collected from scientific databases such as Scielo, Scopus, ERIC and EBSCO, addressing key dimensions: sign language as a means of communication, curricular adaptation and teacher training. The results underline the relevance of sign language for the development of literacy and highlight the need for specific training for teachers. In conclusion, the commitment of teachers and the implementation of adaptive educational policies to guarantee effective inclusion are highlighted.

Palavras-chave : Literacy; Inclusive education; Sign language; Deafness.

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