Beyond the linguistic question, it is basic to be intent to the culture that the child is inserted. As much the deaf community as the listener has its culture and, therefore, a proposal beyond being bilingual must be bicultural. This is, must favor the natural access of the deaf person to the deaf community, allow that it if recognizes as integrant part of this community and still participates of the community listener. Inside of this perspective, the deaf one will only go to develop itself will have a solid identification with its group, respected its aspects psychological, social, cultural and linguistic, mainly for familiar and the professional ones that act next to this group. Today, with the movement of inclusion, is each bigger time the necessity of if creating a space, next to the schools, for its professionals to be modernized in POUNDS or to know the language capable to approach them and to assist them to understand it the enclosed deaf pupils and to instrumentalizar them to teach. Moreover, considering the new educational politics, this work must come integrated with a support attendance the family, aiming at to guarantee the development adequate to the pupil and if necessary to work this conception of that the valuation of the orality if surpasses on the effective communication displaying to the deaf person the contact with the second language, being included them in a world that is instituted in the base of its official language. is thus, that based in an attendance specialized that chances will be offered and clarifications on the deafness they will be accomplished. .