Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social ‘‘Tejedora’’: Vol. 4 (Núm. 7) (ene-jun 2021). ISSN: 2697-3626

Pedagogical Tools in the Inclusion of Hearing-Impaired Students to Manta's Educational System

PEDAGOGICAL TOOLS IN THE INCLUSION OF HEARING-IMPAIRED STUDENTS TO MANTA'S

EDUCATIONAL SYSTEM

HERRAMIENTAS PEDAGÓGICAS EN LA INCLUSIÓN DE ESTUDIANTES CON DISCAPACIDAD AUDITIVA AL

SISTEMA EDUCATIVO DE MANTA

1

Muñoz-Zambrano Shalea Melissa

2

López-Mero Patricia Josefa

1

Licenciada en Ciencias de la Educación mención Cultura Estética – Profesora en la Unidad Educativa

Bahía de Manta. Manta, Ecuador. shaleamunoz@gmail.com

Decana de la Facultad de Trabajo Social de la Universidad Laica Eloy Alfaro de Manabí. Manta, Ecuador.

patricia.lopez@uleam.edu.ec https://orcid.org/0000-0002-6628-9586

2

ABSTRACT:

Both globally and nationally, a considerable segment of the population is hearing impaired, many of them are

students entering the educational system who for various reasons do not receive an education according to their

own needs. This research aims to determine the impact of the pedagogical tools applied by teachers on the inclusion

of hearing-impaired students. It is for this reason that the intention of the research is focused on promoting the

inclusive education of these students. Therefore, the objective of the research is to determine the impact of the

pedagogical tools applied by teachers in the inclusion of vulnerable students with hearing disability in the

educational system of the canton Manta in the 2019-2020 school period. A descriptive research with a quantitative

approach was carried out that allowed to know the mentioned problem in the educational centers of the city of

Manta, Ecuador. For this purpose, surveys were applied to a sample of 400 teachers belonging to educational

institutions in the city of Manta, Ecuador. It was obtained that 44.6 % of the participants apply the inclusive

pedagogical tools for hearing impaired students. In addition, it is shown that 56.3 % of the teachers participating in

the research have received between one to three trainings related to the inclusive pedagogical tools. Through the

research it has been possible to evidence the importance of the inclusive curricular design proposed by the

administration of the educational system; however, it also establishes the importance of articulating the assertive

participation based on three aspects: parents-teachers-educational environment.

Keywords: Pedagogy, inclusive education, teachers, training, hearing disability.

RESUMEN:

Tanto a nivel mundial como nacional, un segmento considerable de la población presenta discapacidad auditiva,

muchos de ellos, estudiantes que ingresan al sistema educativo y que por diversas razones no reciben una educación

acorde a sus propias necesidades. La presente investigación pretende determinar el impacto de las herramientas

pedagógicas que aplican los maestros en la inclusión de los estudiantes con discapacidad auditiva. Es por esta razón

que la intención de la investigación está enfocada en promover la educación inclusiva de estos estudiantes. Por lo

tanto, el objetivo de la investigación es determinar la incidencia de las herramientas pedagógicas aplicadas por los

docentes en la inclusión de estudiantes vulnerables con discapacidad auditiva en el sistema educativo del cantón

Manta en el período 2019-2020. Se llevó a cabo una investigación descriptiva con enfoque cuantitativo que permitió

conocer la problemática mencionada en los centros educativos de la ciudad de Manta, Ecuador. Para ello, se

aplicaron encuestas a una muestra de 400 profesores pertenecientes a las instituciones educativas de la ciudad de

Manta, Ecuador. Se obtuvo que el 44,6% de los participantes aplican las herramientas pedagógicas inclusivas para

los estudiantes con discapacidad auditiva. Además, se demuestra que el 56,3% de los docentes participantes en la

investigación han recibido entre 1-3 capacitaciones relacionadas con las herramientas pedagógicas inclusivas.

Mediante la investigación se ha logrado evidenciar la importancia del diseño curricular inclusivo planteado desde la

administración del sistema educativo; no obstante, se establece también la importancia de articular la participación

asertiva basada en tres aristas: padres de familia-docentes-entorno educativo.

Palabras Clave: Pedagogía, educación inclusiva, profesores, formación, discapacidad auditiva.

Recibido: 28 de septiembre de 2020; Aceptado: 04 de enero de 2021; Publicado: 08 de enero de 2021.

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. INTRODUCTION

The World Health Organization (WHO)

stated that more than 5% of the world's

population is hearing impaired, and more

than 360 million people have disabling

hearing loss (WHO, 2019).

inconveniences or differential aspects in the

different areas of the student's development

(Liu & Hong, 2006; Razalli et al., 2018).

In this sense, the WHO calls on countries to

take appropriate action to mitigate, prevent

and reduce cases of hearing impairment;

however, it also states that actions should be

promoted to enable people with hearing

disabilities to be included in society. In this

specific case, the teaching of sign language

in schools should be promoted and social

support also plays a transcendent role in the

policies adopted by government agencies

(WHO, 2019).

In Ecuador, according to the National Council

for Equality of Disabilities (2020), 55,020

people have been reported with disabling

hearing loss, so that of the total number of

people with disabilities, 14.05% are hearing

impaired. The rate of people suffering from

this disability increases progressively and it

is evident that in the accessibility of basic

aspects for the human being there are

restrictions and signs of exclusion. In

addition, there are educational institutions

at the national and local level, which have

students with hearing disabilities (Cedeño et

al., 2020), therefore, teachers must apply

pedagogical tools for the inclusion of these

students guaranteeing educational inclusion

as a universal right. In many educational

institutions, students with this type of

disability are affected in their learning

processes, mainly due to the difficulty of

generating phonological representations,

which are mental representations produced

from sounds. This difficulty causes

This research has as a field of action the

application of inclusive pedagogical tools by

the teachers of the educational institutes of

Manta, in order to determine their effect on

the inclusion of hearing-impaired students,

since according to Santamaría & Gutiérrez

(2018) such tools have a fundamental role in

the curricular adaptations needed to

guarantee and promote inclusive education.

By applying inclusive pedagogical strategies

according to the educational needs of

hearing-impaired students, equal conditions

and opportunities in the learning process of

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these students can be guaranteed. Figueroa

Lissi (2005) point out that the handling of

inclusion and permanence of students with

disabilities in the educational system.

&

a sign language in the acquisition of written

language in people with hearing disability,

represents an opportunity for academic

development regarding reading strategies

and skills; considering some approaches

derived from the possibility of transference

of linguistic skills for the development of

competences in written language.

At the local level, the Secretaría Técnica del

Consejo de Protección de Derechos de

Manta (Technical Secretariat of the Council

for the Protection of Rights in Manta) (2018)

carries out actions with representatives of

educational institutions to address the

inclusion of priority groups, and specifically

people with disabilities.

The UN Convention on the Rights of Persons

with Disabilities (2006) states in Article 24

that:

It is evident that there are regulations at the

international, national and local levels that

show the imperiousness of providing quality

and warmth education that guarantees this

human right. With regard to hearing

impaired students, teachers are required to

assertively apply inclusive strategies that

promote and enable the development of the

entire group of students at school,

States Parties recognize the right of

persons with disabilities to education.

With a view to realizing this right without

discrimination and on the basis of equal

opportunity, States Parties shall ensure

an inclusive education system at all levels

(p. 18).

guaranteeing

equal

conditions

and

opportunities for all students, with the

appropriate adaptations so that these

students have access to knowledge,

including in this field the teaching of sign

language (Santamaria & Gutiérrez, 2018).

This regulation applied in all UN member

states proposes that each country should

ensure inclusive education systems for all

students, regardless of educational level.

Article 6 of the Organic Law on Intercultural

Education (2011) on Obligations states that

the required curricular adaptations must be

created and implemented to ensure the

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. METHODS AND MATERIALS

Methodological design

a) Research participants

•

According to the Administrative Records of

the Ministry of Education, in the educational

institutions of Manta there are 2,929

teachers (population) distributed in public,

private and public-private institutions. A

sample of 400 teachers from the local

educational system was surveyed.

It is a descriptive-correlational research with

a quantitative approach that allowed to

know the mentioned problem in the

educational centers of the city of Manta

regarding the educational inclusion of

hearing-impaired students during the 2019-

2

020 school period. In addition, the situation

b) Field of study

was described and the effects of the tools

used by teachers to promote educational

inclusion in students with this disability were

analyzed.

This research had a local impact on the

schools and high schools where educators

from Manta, Manabí, Ecuador work.

c) Techniques used

The research had a quantitative approach,

because the results of the research were

obtained in a numerical way and they are

also presented as tabulated information by

means of numerical indicators. In addition,

Hernández-Sampieri (1991, p. 5), points out

that the quantitative approach "uses data

collection to test hypotheses, based on

numerical measurement and statistical

analysis, to establish patterns of behavior

and test theories. In this research, the

quantitative approach is employed through

the survey technique.

The survey was used to detect the

application of inclusive pedagogical tools

and the level of perception about the

academic performance of hearing-impaired

students.

3. RESULTS

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4

. DISCUSSION

mention that inclusive methodological tools

are important because they facilitate

learning in hearing-impaired children at the

basic level, in order to provide them with a

quality education, promoting inclusion in the

classroom with the regular teaching of the

children. It is relevant to take into

consideration that there is a remarkable

number of teachers who do not apply these

tools, showing a negative indicator in the

teacher's management compared to the

management of the classroom with hearing

impaired students. Likewise, it is mentioned

that the combination of these inclusive

pedagogical tools and the sign language

constitutes an incentive to promote an

integral, inclusive, quality and warm

education.

It is clear that for educational systems to

assertively apply inclusive education, it is

necessary to redefine and guide educational

policies, so that inclusion must be

considered a process that never ends, posing

it as the search to actively respond to

student diversity. Some Latin American

countries have a more comprehensive vision

of inclusion in educational centers, among

which Ecuador is mentioned, understanding

it as a priority in the first years of a student's

education (Payá, 2010).

According to Garcia et al. (2018) In the

classroom teachers are faced with diverse

conditions to understand and adapt

pedagogical strategies towards the inclusion

of hearing-impaired students, however, this

research has determined that the presence

of students with total hearing impairment is

very rare, so that in this study it was

determined that the vast majority of these

students (57.14%) have a degree of disability

between 50-59%.

With regard to the application of curricular

adaptations, "education systems must offer

lifelong

learning

opportunities,

implementing effective methodologies that

take diversity into account, with the

necessary curricular adaptations to ensure

quality education and the acquisition of

specific skills" (Payá, 2010, p. 131). The

above mentioned allows us to infer that the

student must receive educational conditions

conceived from the plane of respect to his

Table 5 of this research shows that slightly

more than half of the participants do not use

the inclusive teaching tools for hearing

impaired students. In this sense, it should be

noted that Del Rocío-Sánchez et al. (2019)

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rights, contemplating the need to

amount of training data attainable. To

address these challenges, a new framework

of continuous sign recognition, the latent

space hierarchical attention network, is

proposed, which eliminates the pre-

processing of time segmentation. This

network consists of three components: a

two-flow convolutional neural network for

implement appropriate teaching systems for

students with hearing disabilities, in which

an accompaniment with signs and images

complementary to information is handled,

playful

and

integration

activities,

strengthening of visual and tactile channels,

educating them in sign language.

the

generation

of

video

feature

From what has been previously described,

Huang et al. (2018) point out that millions of

hearing impaired people around the world

usually use some variant of sign language to

communicate, so the automatic translation

of a sign language is significant and

important. Currently, there are two sub-

problems in sign language recognition (SLR),

i.e., isolated SLRs that recognize word by

word and continuous SLRs that translate

complete sentences. Existing continuous RLS

methods often use isolated RLS as building

blocks, with an additional pre-processing

layer (time segmentation) and a post-

processing layer (sentence synthesis).

Unfortunately, time segmentation itself is

not trivial and unavoidable, since it

propagates errors in subsequent steps.

Worse, isolated RLS methods generally

require strenuous labeling of each separate

word in a sentence, which severely limits the

representation, a latent space for the

bridging of semantic gaps, and a hierarchical

attention network for latent-space based

recognition.

On the other hand, it has been shown that

most teachers indicate that it is always

important to use active inclusive

methodologies; however, an important

segment points out that their application

depends on the situation. It should be noted

that Ramos-Navas et al. (2019) in their study

on gamification in the classroom conclude

that the master class continues to

predominate in the classrooms, despite the

fact that this method does not equally

address the diversity that can occur in

students with disabilities; therefore,

teachers should readapt their classes under

the inclusive

teaching

of

active

methodologies that enhance the integral

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development of students with hearing

disabilities.

the various adaptations that they must

assume as the defender and main support in

the needs of their members.

However, in order to comply with the above,

teachers are required to receive ongoing

It is clear that educational institutions must

adopt substantial improvements that

optimize the teaching-learning processes in

environments that demonstrate the

presence of hearing impaired students, thus

proving that it is not only the teacher's

training

and

specialized

continuing

education according to the type of education

required by hearing impaired students (Del

Rocio-Sanchez et al., 2019).

As for the teacher's planning, it is inferred

that the teacher is reviewing his or her plans

and updating them every year, however it is

advisable to carry them out in a shorter

period of time, either monthly or weekly, so

that the classes respect the diversity of

learning for vulnerable students and the

inclusive environments for students with all

types of disabilities. Additionally, the

classroom and teacher strategies must be

under constant evaluation and feedback

from the welfare department or student

counseling, also called STUCO.

responsibility,

responsibility

but

also

a

shared

between

administrative

authorities and parents or student

representatives.

5

.CONCLUSIONS

Through this research, the importance and

significance of the inclusive curricular design

proposed by the educational administration

of the educational system has been

demonstrated; however, the importance of

articulating assertive participation based on

three aspects has also been established:

parents-teachers-educational environment.

Meanwhile, Guzmán (2019) mentions that in

addition to the strictly educational aspects,

all the attention given to hearing impaired

students must start from the family

environment, since it is the first support

premise that must be attended from a

systemic approach in order to self-regulate

The pedagogical tools applied by teachers in

the inclusion of hearing impaired students

have a significant role in the learning process

in inclusive environments, however, less

than 50% of teachers use inclusive

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pedagogical tools; therefore, it is necessary

to promote the use of such tools in order to

improve inclusive environments in the

Ecuadorian educational system. Likewise, it

should be noted that the majority of

teachers have received continuous training

in at least 1 to 3 trainings related to inclusive

pedagogical tools.

objective, especially to all the teachers of the

different institutions of the city.

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