La metodología bilingüe en el proceso de inclusión en las aulas regulares de niños con discapacidad auditiva de 4 a 5 años.
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2022
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Universidad de Guayaquil - Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
Este trabajo de investigación se encamina en propiciar el uso de la metodología bilingüe en aulas
regulares que incluyan a niños con discapacidad auditiva de entre 4 a 5 años, fomentando el
cumplimiento de los principios de igualdad e inclusión. El desarrollo de la investigación se realizó
mediante estudios de campo y bibliográficos, con el empleo investigativo cuasiexperimental y
metodologías descriptivas, cualitativas, cuantitativas, inductivas, deductivas, exploratorias, de análisis
y de síntesis. Además, se empleó el uso de técnicas como la observación, entrevistas, encuestas y de
instrumentos como la lista de cotejo y los cuestionarios, que permitieron conocer el dominio de la
lengua de señas y lenguaje oral de los niños con discapacidad auditiva del Centro de Audición y
Lenguaje, donde se percató diversas dificultades en la adquisición de esas lenguas. Por lo que se creó
una guía a docentes con actividades bilingüitas que favorezcan el aprendizaje en niños oyentes y
sordos.
This research is aimed at promoting the use of bilingual methodology in regular classrooms that include children with hearing disabilities between the ages of 4 and 5, promoting compliance with the principles of equality and inclusion. The development of the research was carried out through bibliographic and field studies with the use of quasi-experimental research, as well as descriptive, qualitative, quantitative, inductive, deductive, exploratory, analysis and synthesis methodologies. In addition to these methods, instruments and techniques were used, which included observation, interviews, surveys, checklist, and questionnaires. This helped to acquire the information to understand the domain of sign language and oral language of children with hearing disabilities at the Hearing Center. Regarding language, he noticed various difficulties in the acquisition of these languages. Therefore, a guide was created for teachers with bilingual activities to favor children with and without a hearing disability.
This research is aimed at promoting the use of bilingual methodology in regular classrooms that include children with hearing disabilities between the ages of 4 and 5, promoting compliance with the principles of equality and inclusion. The development of the research was carried out through bibliographic and field studies with the use of quasi-experimental research, as well as descriptive, qualitative, quantitative, inductive, deductive, exploratory, analysis and synthesis methodologies. In addition to these methods, instruments and techniques were used, which included observation, interviews, surveys, checklist, and questionnaires. This helped to acquire the information to understand the domain of sign language and oral language of children with hearing disabilities at the Hearing Center. Regarding language, he noticed various difficulties in the acquisition of these languages. Therefore, a guide was created for teachers with bilingual activities to favor children with and without a hearing disability.
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METODOLOGÍA BILINGÜE, INCLUSIÓN, DISCAPACIDAD AUDITIVA, LENGUA DE SEÑAS, LENGUA ORAL, BILINGUAL METHODOLOGY, INCLUSION, HEARING DISABILITY, SIGN LANGUAGE, ORAL LANGUAGE
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APA