Analysis of Pedagogical Practices with Deaf-Blind Students in Five Regions of Chile at Both Integrated1 and Special Need Schools
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| Autores: | , , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2021 |
| Descripción: | This article encompasses one component of a study on communication skills among deaf-blind students and didactic interactions with their teachers. The objective of this field study was to examine the diferent proficiency levels of the teaching faculty with regards to this disability and based on didactic interactions with their students. The selected teachers either taught at special needs schools or integrated schools participating in the inclusion program. The study was based on a qualitative case study with a sample of twelve deaf-blind individuals from five regions of Chile. The conclusion provides specific teaching recommendations about deaf-blind communication and reveals the existence of knowledge gaps among teachers with regards to communicating with their deaf-blind students. Suggestions were made to improve communication and didactic interactions to overcome existing methodological teaching hurdles when teaching this population group. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/45087 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/45087 |
| Palabra clave: | Deaf-Blindness Communication Student-Teacher Relationship Methodological Strategies Sordoceguera Comunicación Relación profesorado- estudiantado Estrategias metodológicas |