Multiples intelligences in the education of deaf

Abstract

In this new social, cultural, political and economical context, education has undoubtedly achieved some advances in the frame of the educational reform, particularly regarding changes in special education. However, it becomes transcendental at this moment a change at the paradigmatic level, namely on how the educational system sees the problem of the handicapped, specifically in the case of the deaf. Specially when we observe, in a more global context, that in countries like Cuba, Brazil, Argentina and others, the deaf community is studied under a socio-cultural scope, which has permitted important advances in education, showing thus that in our country the problem of being aurally handicapped is considered as an ontological category, ignoring the socio–cultural view that considers the deaf community as the owner of a language, culture and intelligences, which no doubt,  is transcendental in the process of integration and of education and learning.