This learning of language is separate of the appropriate circumstances of communication, and limits the possibilities of the global development of the deaf child. All the methodologies used in the oralismo coincide for the fact to emphasize that the verbal language is the only desirable form and effective of communication of the deaf person. On this aspect, Lacerda and Mantelatto (apud SANTANA, idem, P. 122) explain that: The conception of language of the oralista boarding is inatista. It is seen as equal a human behavior to any another one, acquired by means of imitation: the child copies the productions of the other taking as proper and speaking.
She has yourself, then, a ready language, that she needs to be appropriate for the beginning ones of the language. Thus, the repetition and the stimulaton are the bases of this boarding. This has as resulted restricted vocabulary and atrelada understanding to the literal meaning. One thus perceives, that the effect of many decades of work in this line had not indicated great successes. Most of the deep deaf people developed one says mechanics socially and, in general, this development is partial and slow in relation to the acquisition of it speaks presented for the listeners, implying a delay of significant global development. Added to this they were on difficulties to the learning of the reading and the writing: delayed, always full of problems, it showed individuals, many times, partially alfabetizados after years of escolarizao (LACERDA, 2000) In the decade of 60, the language of signals became to resurge with the appearance of a new communicative boarding for the education of deaf people – the Total Communication. It can be said that the importance of this conception consisted, initially, in dislocating the verbal language of the center in the education of citizens with deafness, transferred to prioritize it all the same forms of communication of, the independent one of the form as if it would give.