Inclusive bilingual education of deaf children: An analysis of education and language policies

This paper discusses the controversy over education of deaf children, especially in early childhood education in inclusive schools. Education and language policies in bilingual inclusive schools were considered based on an analysis of a school located in an inland city in the state of Sao Paulo. It was evident the urgent need for changes to support the proper inclusion of deaf students at that school, which include breaking paradigms that prevent a dialogue between the government bodies associated with education, such as City or State Board of Education, and deaf education movements. The analysis was focused on a particular situation at the school that will be used to illustrate the theory presented, 1