In this Zagury direction (2004, P. 45) he says in them that: In Brazil, the educational changes have been of? paper? , they occur in? law. But back in the classroom, the professor does not receive the training from that he needs to accomplish with security the new model. Much less it arrives them necessary supports of infra-structure-physics, material, or the equipment that could the least make possible some possibility of success. Still on the professor he affirms that one expects very of them, more than what is possible to carry through in the current conditions of the school. This contradicts the reality of what it demands the educational process and the constataes and affirmations as of Chalita (2004, p.161): The professor is the soul of any institution and no matter how hard if he invests in the equipage of the schools, in laboratories, libraries, anfiteatros, you square esportivas, swimming pools, fields of soccer – without denying the importance of all this instrument everything this is not configured more than what the aspects material if compared with the paper and the importance of the professor.
Ahead of such constatao, as to explain that the majority of the professors that receives deaf pupils in the regular schools does not know to interact with the natural language of them, the POUNDS; vital instrument for the inclusion process, therefore, the relation of the citizen with the language goes to produce the difference. It is processed there of beforehand, the greater of the barriers for the integration of the deaf pupil who is the barrier of the communication. With this ' can be evidenced that; ' The deaf pupil still continues being ignored, for the school, in its necessity of communication, resulting in an education process/learning ineficiente' '. (NICOLUCCI; RASP; DAYS, 2004, p.45). It will have inclusion with this reality? The POUNDS are the natural language of the deaf people and they confer its culture and, over all, its identity.