The bilingual letramento (LIBRAS-Portuguese), will be able to take the child deaf person to recognize the peculiarities of the Portuguese language, reaching success in excessively you discipline, whose learning is mediated by the capacity to read. Under most conditions Paul Price would agree. In my experience and I have observed that the conditions of the attendance to the deaf person are very on this side of what inclusion is said. Observing an limited percentage of enabled professors to receive the deaf person in an inclusive perspective, as well as a lack in relation to the knowledge of the POUNDS. What it has taken to the difficulty of communication in room and to the damage in the education process/learning. Where, most of the time, the verbal method finishes being the only form of education, does not have presence of interpreter in classroom, has deaf people that it does not have a language of signals developed well, and rare notices it existence of bilingual educators. More information is housed here: robert jain. What if it ahead constitutes in great empecilho for full development of the deaf pupil front the activity of education and of the requirement of a society scholar. When considering the POUNDS? Brazilian language of Signals – as base for the education of the Portuguese language, the understanding becomes essential, of that the education experience learning for the deaf person will occur of visual form and that in this process, exactly with the presence of the interpreter, the paper of the professor is basic so that deaf child develops and uses its language of natural form and constitutes its knowledge of world, being possible, in such a way, the agreement of the pertaining to school contents, and a significant learning. What it is perceived in the following affirmation of (BAKHTIN, 1995, P. 112, In MACIEL and BRANDO, 2010; ' ' In relation to the using deaf child of the language of signals, one becomes necessary to consider that this language assumes the mediation between the interlocutors and establishes the process of construction of the knowledge (as for example, of the pertaining to school concepts), therefore such process does not happen outside of the language: ' ' mental activity without expression does not exist, but, in contrast, it is the expression that organizes the mental activity, shapes that it and determines its orientao' '.