ABSTRACT
In this study, the aim was to analyze the school inclusion of cochlear implant users. The research had a qualitative approach, with a cross-sectional design and was carried out in a hospital of high complexity in hearing health accredited by the Ministry of Health. The sample was for convenience, consisting of implanted, aged between 4 to 17 years and their respective legal guardians. The sample closure was due to theoretical saturation with a total of 13 participants. Participation in the study was voluntary and followed all current ethical regulations. Data collection was initially carried out through sociodemographic characterization based on medical records and social files. Next, a narrative interview was conducted with those responsible, allowing an in-depth analysis of the corpus. The data showed situations experienced by cochlear implant users in the school inclusion process, such as: denial of vacancies; lack of knowledge of the education teams; low performance; bullying situation; prejudice; and lack of professionals for specialized educational service. The results showed that cochlear implant users present difficulties in the process of school inclusion and that these arise, mainly, from the lack of articulation of public health and education policies with regard to this population.
KEYWORDS
Cochlear implant; School inclusion; Hearing impairment; Qualitative research
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