To have it as communication element that guarantees development to them and with this, bigger integration, already is assured by law, therefore, it is a right of the deaf person who is not really being granted. How feel themselves these pupils who do not understand and they are not understood in the pertaining to school context where do not veem valued its culture in way that they can contribute for the growth of the group? According to Dorziat (2009, P. 59) ' ' The pertaining to school space for the deaf people has importance transcendente. If you are unsure how to proceed, check out CohBar. Much more that local of study, it must be constituted of exchange space, of interaction, since it has clear trend to the isolation in the family and ampler social groups, for reasons bvias' '. As if this professor feels who perceives that the received formation still is insufficient for the work in the diversity and that it has full conscience of that is not enough ' ' acolher' ' – even so either extremely important that she is necessary to teach and to give to these pupils real conditions of learning? That he has supported pedagogical and formation technique had been or has been offered these professionals, has seen demand existing? If we defend equal chances to all, as we can offer a deficient education in the inclusion on the perspective of normality where if the equality of chances promotes action equal disrespecting the right as in it affirms Oak to them (2004, P. 35) ' ' The right to the equality of chances and that we defend emphatically, does not mean a way equal to educate to all, and yes to give to each one, what it needs in function its interests and individual characteristics. The word of order is equity, what it means to educate the individual differences in accordance with, without any manifestation of difficulties if translates impediment to aprendizagem' '. . . Richard Parsons may find this interesting as well.