Implementación de programas de profundización en lenguaje de señas dirigido a estudiantes de primaria en instituciones educativas públicas
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Fecha
2023
Autores
Calderón Rodríguez, Jennifer
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Ediciones Universidad Simón Bolívar
Facultad de Ingenierías
Facultad de Ingenierías
Resumen
La educación en Colombia es un derecho fundamental establecido desde su constitución política, este busca que todos los niños, niñas y adolescentes cuenten con el acceso a formarse sin ningún tipo de obstáculo o impedimento; basado en esto, hoy en día se evidencian algunas limitantes en el proceso educativo, en ello la educación de calidad y libre acceso a las personas a partir de sus condiciones de salud, entre otras, por ende, en el presente trabajo se desarrolló una revisión conceptual de las iniciativas formativas en instituciones de educación primaria, en donde, niños, niñas y adolescentes con discapacidad
auditiva cuenten con la igualdad de condiciones y programas que garanticen el acceso a una formación de calidad, factores ampliamente deficientes bajo la realidad actual del país. Así pues, la presente monografía indagó los diferentes procesos adelantados de
manera nacional e internacional encaminados a acortar las brechas de formación, reconociendo que para Colombia, si bien se ha generado ideas basadas en la formación en lenguaje de señas, estos no garantizan la calidad de procesos inclusivos, factores constatados desde la revisión de las dos encuestas aplicadas, en donde una de ellas indaga
la perspectiva y experiencia de 80 personas de edades diversas, las cuales dejan en entrevisto la nulidad en el acceso a programas basados en formación en lenguaje de señas en la comunidad oyente y el desconocimiento de programas garantes de una educación
inclusiva, en donde personas tanto oyentes como sordas puedan compartir y relacionar sus conocimientos.
Education in Colombia is a fundamental right established since its political constitution. It seeks to ensure that all children and adolescents have access to education without any type of obstacle or impediment; Based on this, today some limitations are evident in the educational process, namely quality education and free access to people based on their health conditions, among others, therefore, in this work a review was developed. conceptual of training initiatives in primary education institutions, where children and adolescents with hearing disabilities have equal conditions and programs that guarantee access to quality training, factors that are widely deficient under the current reality of the country. Thus, this monograph investigated the different processes carried out nationally and internationally aimed at bridging training gaps, recognizing that for Colombia, although ideas based on training in sign language have been generated, these do not guarantee the quality of inclusive processes, factors verified from the review of the two surveys applied, where one of them investigates the perspective and experience of 80 people of various ages, which leave in view the nullity in access to programs based on training in sign language in the hearing community and the lack of knowledge of programs that guarantee inclusive education, where both hearing and deaf people can share and relate their knowledge
Education in Colombia is a fundamental right established since its political constitution. It seeks to ensure that all children and adolescents have access to education without any type of obstacle or impediment; Based on this, today some limitations are evident in the educational process, namely quality education and free access to people based on their health conditions, among others, therefore, in this work a review was developed. conceptual of training initiatives in primary education institutions, where children and adolescents with hearing disabilities have equal conditions and programs that guarantee access to quality training, factors that are widely deficient under the current reality of the country. Thus, this monograph investigated the different processes carried out nationally and internationally aimed at bridging training gaps, recognizing that for Colombia, although ideas based on training in sign language have been generated, these do not guarantee the quality of inclusive processes, factors verified from the review of the two surveys applied, where one of them investigates the perspective and experience of 80 people of various ages, which leave in view the nullity in access to programs based on training in sign language in the hearing community and the lack of knowledge of programs that guarantee inclusive education, where both hearing and deaf people can share and relate their knowledge
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Palabras clave
Lenguaje de señas, Comunidad sorda, Inclusión, Educación, Sign language, Deaf community, Inclusion, Education
