Current literature it shows all this problematic of learning caused with the deaf people. The analyses had disclosed given important regarding the factors that contribute for the evasion of the deaf pupils, that is, that they cause the pertaining to school imbalance of the same ones are: the deficiency in the capacity to present a voluntary reply to one I stimulate sonorous, as well as, the difficulties that have in detecting the differences and similarities in the perceived sounds; the deficiency in storing and evoking the auditory material; by means of the one gamma of presented sounds simultaneously, the lack of legal capacity to select one I stimulate sonorous significant; the lack of analyzes auditory that it mentions sonorous the information received and the sequence auditory, factor that depends on the memory, since, it is the capacity to remember the orders of the item in sequence. One notices that the analyzed pupils, most have since its birth the hearing deficiency, that is, congenital deafness. Therefore, the dificultador element in the development of the deaf person, equal etrios levels or fellow creatures to the one of children listeners of the same age, are the assistencialista behavior of many families listeners who not yet perceive the deafness of its children as a cultural difference. Literature sample that is important that the family must accept the deficiency auditory of its children, therefore, the necessary deaf child to receive love, understanding, so that it obtains to win its limitations imposed for the deficiency. The pupils in question, the majority meet in the degree of deafness above of 90 dB, that it is the deep deafness.
Ahead of this, exactly, they feel difficulties to express itself, causing a blockade in the communication. So that it knows the word, and important that, first, the world is understood. The difficulties of these pupils in classroom if constantly present, since, the same ones, do not obtain in the writing and reading, to write and to read correctly, presenting difficulties in such a way in the levels fonolgico and morfossinttico, as in the semantic and pragmatic levels.