Sistema de talleres para la preparación docente en el aprendizaje de la lengua de señas ecuatoriana para la enseñanza de estudiantes con discapacidad auditiva.

Abstract

Proper teacher training allows teachers to eliminate communication barriers, promoting the use of appropriate communication methods and collaborating with professionals to ensure effective communication with students with hearing disabilities. This facilitates the integration of these students in educational and social activities alongside their peers without disabilities, creating an inclusive learning environment where everyone feels valued and respected. This research highlights the importance of teacher preparation, as without it, learning barriers may arise that hinder the inclusion of students with hearing disabilities. This research, conducted through a qualitative and interpretive approach, is based on a single case study and utilizes techniques such as literature review, interviews, and participant observation. It also draws on the work of various authors who have investigated teacher preparation for working with students with hearing disabilities, including Unesco (2015), Díaz (2008), Darling (2006), and Agudelo et al. (2014). These authors provide different perspectives and approaches to addressing barriers in inclusive education and strategies for improving the learning of students with hearing disabilities. Therefore, the proposed solution is to implement workshops for teachers to effectively communicate with students with hearing disabilities using Ecuadorian Sign Language. This aims to address the communication and teaching challenges faced by this group, equipping teachers with the skills and knowledge to enhance educational support and achieve effective teacher preparation in this language.