<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382025000100435</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702025v31e0290</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENSINO REMOTO COMO ESPAÇO DE INCLUSÃO PARA ESTUDANTES COM DEFICIÊNCIA AUDITIVA USUÁRIOS DE TECNOLOGIAS ASSISTIVAS: DESAFIOS E SOLUÇÕES1,]]></article-title>
<article-title xml:lang="en"><![CDATA[REMOTE LEARNING AS A SPACE FOR INCLUSION OF STUDENTS WITH HEARING IMPAIRMENTS WHO USE ASSISTIVE TECHNOLOGIES: CHALLENGES AND SOLUTIONS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Rebeca Liaschi Floro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ANGELO]]></surname>
<given-names><![CDATA[Thais Corina Said de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[JACOB]]></surname>
<given-names><![CDATA[Regina Tangerino de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Odontologia de Bauru Laboratório de Acessibilidade Auditiva e Audiologia Educacional]]></institution>
<addr-line><![CDATA[Cornélio Procópio Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Laboratório de Acessibilidade Auditiva e Audiologia Educacional Departamento de Fonoaudiologia da FOB-USP ]]></institution>
<addr-line><![CDATA[Bauru São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Laboratório de Acessibilidade Auditiva e Audiologia Educacional Departamento de Fonoaudiologia FOB-USP ]]></institution>
<addr-line><![CDATA[Bauru São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382025000100435&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382025000100435&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382025000100435&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A adoção emergencial do ensino remoto durante a pandemia de covid-19 evidenciou desafios significativos na inclusão de estudantes com deficiência auditiva, especialmente daqueles usuários de tecnologias assistivas e com predomínio da linguagem oral. A rápida transição para modalidades de ensino mediadas por tecnologias digitais revelou lacunas estruturais e metodológicas no atendimento educacional inclusivo. Este estudo teve como objetivo investigar essas dificuldades e propor soluções práticas por meio da elaboração de uma cartilha orientadora. A metodologia baseou-se em entrevistas com pais e responsáveis, estruturadas segundo o Checklist for the Reporting of Survey Studies (CROSS). Os resultados apontam barreiras como dificuldades no uso de dispositivos, escassez de recursos adaptados, necessidade de apoio familiar intensivo e pouca familiaridade das escolas com práticas inclusivas no ambiente virtual. A cartilha resultante visa orientar educadores e famílias quanto a estratégias eficazes para promover a inclusão educacional de estudantes com deficiência auditiva no contexto digital.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The emergency shift to remote learning during the COVID-19 pandemic highlighted significant challenges in the inclusion of students with hearing impairments, particularly those who rely on assistive technologies and primarily use spoken language. The rapid transition to technology-mediated learning revealed structural and methodological gaps in providing inclusive education. This study aimed to investigate these difficulties and propose practical solutions through the development of a guidance booklet. The methodology was based on interviews with parents and guardians, structured according to the Checklist for the Reporting of Survey Studies (CROSS). The results indicate barriers such as difficulties in using devices, lack of adapted resources, the need for intensive family support, and schools&#8217; limited familiarity with inclusive practices in virtual environments. The resulting booklet aims to guide educators and families in adopting effective strategies to promote the educational inclusion of students with hearing impairments in digital contexts]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Métodos de ensino a distância]]></kwd>
<kwd lng="pt"><![CDATA[Deficiências da audição]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Acesso ao ensino.]]></kwd>
<kwd lng="en"><![CDATA[Distance education methods]]></kwd>
<kwd lng="en"><![CDATA[Hearing impairments]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Educational strategies]]></kwd>
<kwd lng="en"><![CDATA[Access to education.]]></kwd>
</kwd-group>
</article-meta>
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