Language acquisition and educational inclusion

Abstract

This research deals with the language acquisition and the educational inclusion of multiple disabled blind people. The aim was to analyze how three instruments, created so that early childhood educators of the Benjamin Constant Institute could help oral communication and inclusion of blind students with multiple disabilities. The qualitative research, of the ethnographic type, had as subjects two adolescents. The analysis of the results used the bardinian method and pointed out the development of language and interaction between the pairs, allowing the inclusion in a regular classroom.