Perspectives of Educational Phonoaudiology in Bilingual Education for the Deaf

Introduction. The dialogue between phonoaudiology and the education of the deaf has always been very adherent. Bilingual Phonoaudiology for the Deaf (BPD) has been expanding its activities based on the principles of linguistic differences and diversities. Three dimensions of FPD can be raised: the typical acquisition of sign language (SL); educational bilingualism for the deaf and people with hearing impairment (D/HH) and atypia in SL. Objective. Description of the work of Educational Phonoaudiology in Bilingual Education for the Deaf (EPBED). Method. This is a descriptive study. Findings. The professional will be able to work with the teams at the school or in all fields, modalities and stages of education, from kindergarten to youth and adult and higher education. We will have: orientation and typical promotion of SL in daycare centers and early childhood education; contribution to the bilingual teaching-learning processes in the Education of the Deaf classrooms, in the Specialized Educational Service or in mainstreaming, development of SL for D/HH schoolchildren, in visual literacy in SL, learning and improvementof writing as second language. As management, collaborate in the construction and implementation of public policies for the deaf education. In the private network, add to the inclusive educational practices of promotion, evaluation and action with D/HH students.

Conclusion: EFBD is epistemologically detached from the disability-centered perspective. It expands the educational practices of inclusion, aligned with its scope in meeting the specificities of schoolchildren in the face of the concept of difference and linguistic diversity, contemplating the identity and cultural aspects of the deaf community.

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