2023-08-042023-08-042023-08-042022-07-29https://repositorio.ifal.edu.br/handle/123456789/254The present study is a case report with the objective of analyzing the possible causes and difficulties inherent in the teaching-learning process of chemistry for deaf students, based on the experience lived as a volunteer chemistry monitor for high school students at the Center for Assistance to People with Specific Educational Needs - NAPNE of the Federal Institute of Alagoas - IFAL, Maceió campus, between 2019 and 2022. In the history of the education of the deaf, numerous reports show the obstacles faced by them over several years to gain access to education, where teaching methods aimed at them were created by listeners who do not speak the same language as the deaf subject, which influenced in current teaching methods. That said, during the monitoring experience, it was possible to observe and experience what the reality of inclusive education is like and in this journey, several causes were witnessed that lead to the learning difficulties of this deaf student in their learning of chemical science through the methodologies applied by the teachers.This theme proved to be of great relevance because it takes into account a reflection on the quality of the current chemistry teaching offered to deaf students and with it we intend to disturb the chemistry professors about elaborating inclusive practices that allow the involvement of these subjects in their classes, thus establishing a good inclusion, favoring them to have a quality education that leads them to the construction of scientific knowledge.Acesso AbertoMonitoriaSurdoQuímicaEducaçãoInclusãoMonitoringDeafChemistryEducationInclusionTrabalho de Conclusão de CursoCIENCIAS EXATAS E DA TERRA