Validação das instruções do Teste KTK para cultura Surda

Abstract

Inclusive education is a global movement that aims to promote the rights of people with disabilities, requiring schools to adapt curricula, assessments and teaching training to serve all students. In the case of deaf students, bilingual education - with pounds as a mother tongue (L1) and the Portuguese language in written modality - (L2) is essential for integral development. Law No. 10,436/2002 regulates LIBRAS as an official medium of communication and expression in Brazil, highlighting its relevance to the educational formation of deaf people. Our study highlights the importance of specific translations for physical education classes, where the communication challenge can be mitigated with teaching materials and adapted evaluations. Physical Education, by its own practical nature, presents a particular challenge in terms of communication for deaf students. Thus, ensuring that these students clearly understand the instructions and objectives of the activities are crucial for their effective inclusion. In this context, we seek to validate the translation of the KTK test in Libras, analysing whether the translated instructions are clear, pertinent and understandable to the deaf community. The validation process involved specialists in deaf education, a pilot study with the deaf community (students of Libras Letters) and a target audience collection. Through a 5 -minute and 27 -second didactic video, which has a shaoth of the instruments and instructions for KTK test tasks in Libras, we use the content validity index (IVC) and the shelf-life coefficient content (CVC) as analysis metrics. The evaluation by the experts revealed almost perfect agreement (IVC between 0.88 and 1.00), confirming the clarity, relevance and relevance of the instructions. The pilot study, conducted with deaf students and listeners of the undergraduate course in Libras, also presented high clarity rates (CVC = 0.961), adequacy (CVC = 0.953) and comprehension (CVC = 0.978). The CVC results of the items evaluated by the target audience demonstrated in the clarity dimension, indices ranging from 0.91 (items 5 and 6) and 0.93 (item 7), with a total coefficient of 0.92. These results demonstrate that the instructions translated into Libras are effectively understood by the deaf community, meeting their specific needs. Psychometric analysis indicated that the criteria evaluated meet the requirements of valid and inclusive instruments, according to the academic literature. The validation of KTK test instructions for Libras presents numerous possibilities for promoting inclusion and equity, ensuring that deaf students are fairly and consistently evaluated with their communication. In addition, the process of translation and validation of KTK test instructions for pounds significantly contributes to the formation of more inclusive pedagogical practices. The inclusion of deaf students in all school activities, especially in physical education, promotes the integral development of these students, respecting their specificities and ensuring quality education. We conclude that KTK test instructions translated into Libras are suitable and valid for use in the deaf community, presenting great potential for contributing to the most inclusive pedagogical practices. This study reinforces the importance of specific adaptations and the valorisation of bilingual education for the integral development of deaf students, promoting a fairer and more egalitarian society. Inclusive education, therefore, consolidates itself as a fundamental right that must be guaranteed to all without exceptions.