Prácticas pedagógicas para la enseñanza de estudiantes sordos

Laura Jessica Tatiana Prieto Vargas

Abstract

This article addresses a problem presented in Colombia regarding how teachers approach the educational processes with deaf students. Its objective was to evaluate the pedagogical practices employed by primary education teachers for the teaching of deaf students. The methodology was aligned with the postpositivist paradigm with a qualitative approach and phenomenological method. As an instrument, a structured interview was conducted with 4 teachers from the Pablo de Tarso School in Bogota. It concludes that primary teachers employ diverse strategies and pedagogical adaptations to achieve inclusive education despite the communicative barriers faced
by deaf students. It is evident that communication and access to information are the greatest challenges that teachers face in teaching deaf students, and to overcome these challenges, it is necessary to focus on the development of communicative skills and the use of technology and adapted materials.