Actividades para el desarrollo del lenguaje escrito en niños con discapacidad auditiva de la Unidad de Educación Especial Claudio Neira Garzón

Abstract

The development of written language is the main problem that children with hearing disabilities (AD) present, since children know how to transcribe, but they do not internalize the meaning of what is written. This led us to ask ourselves the following research question: How to develop written language in children with hearing disabilities in the fourth year of Basic General Education of the Claudio Neira Garzón Special Education Unit? To answer this question, we formulated the following general objective: to propose activities for the development of written language in children with hearing disabilities in the fourth year of Basic General Education of the Claudio Neira Garzón Special Education Unit. The research is based on a qualitative approach with a case study method that will allow us to know the reality of this degree made up of 3 students with AD. The techniques for data collection were observation, document analysis and interview. The instruments applied were field diaries, a semi-structured interview, and a data observation and analysis guide. Both the techniques and the instruments helped to show the problems in the written language that the students presented and what could be the most appropriate interventions for said problem. Therefore, the research proposal in based on the analytic-synthetic method supported by an augmentative communication system to develop written language in students with hearing disabilities.