EDUCATIVE INCLUSION OF DEAF STUDENTS IN THE UNIVERSITY LEVEL: A HOLISTIC PEDAGOGICAL WORLDVIEW

Abstract

The purpose of this study was to investigate, describe, interpret and reflect intersubjectively deaf people’s feelings and life experiences when being included in the university educational system. Etymologically, an introspective-experiential focus was assumed, based on the Interpretative Paradigm and using the phenomenological-hermeneutic method and its respective phases: to obtain the information, reflect and then to write and reflect again about people’s life experiences (Van Manen, 2003). The informers for the survey were two (2) deaf students and three (3) professors. The observation, open interview and field diary were used as research techniques and instrument. The content analysis (with codification and axial and open categorization) was used for the interpretation of the information, which was legitimated through prolonged contact, persistent observation, triangulation and saturation processes. Human diversity worldview in the university level of education will emerge from the service and love values, with the aim of raising its universal purposes again, in order to start an inclusive humanistic modeling that is directed to the bio-psycho-social and spiritual educative attention to deaf students.