Glosario didáctico en lengua de señas ecuatoriana para incrementar el vocabulario técnico en hotelería de un estudiante con discapacidad auditiva.

Abstract

The study focused on the development of communication in individuals with hearing disabilities and the proper knowledge of technical language in Ecuadorian Sign Language centered on hotel-related activities derived from technical high school education with a specialization in hospitality. Thus, the present research posed the following question: How to increase the technical vocabulary based on Ecuadorian Sign Language in hospitality to improve communication for a student with hearing impairment in classroom 6 of the "Nicolás Vázquez" Special Educational Unit in the city of Paute? The general objective is to propose a didactic glossary based on Ecuadorian Sign Language in hospitality to benefit communication by increasing the technical vocabulary of a student with hearing impairment in classroom 6 of the "Nicolás Vásquez" Special Educational Unit in Paute. From this perspective, the tasks undertaken relate to the development of the native language and the proper use of the Ecuadorian Sign Language system applied in hotel activities. In this way, different theoretical foundations were explored, considering that technical vocabulary and communication in Ecuadorian Sign Language will be essential for personal development and in society. The research was based on an interpretive hermeneutic paradigm under a qualitative approach using the single case study method. The techniques employed were participant observation, literature review, interview, and documentary analysis, while the instruments used were field diaries, bibliographic cards, and interview guides. This is relevant because if a solution is not provided to the present problem, the student will not be able to obtain all the required knowledge in their preparation. In conclusion, it was achieved to benefit and strengthen the knowledge of technical vocabulary regarding hotel services and therefore also their communication. The main result obtained was that the didactic resource created for the student with hearing impairment was fundamental in their learning process, as it is focused on their forms, rhythms, and learning styles.