Institutional guide for the school inclusion of students with hearing impairment at José María Velasco Ibarra School, Ecuador

Abstract

In the Tulcán Canton, Carchi Province, 22 cases of hearing impairment were identified in the educational sector. According to the National Council for Disability Equality (CODANIS 2023), the lack of adequate institutions and the limited training of teachers in sign language and inclusive methodologies hinder the learning of these students. At the José María Velasco Ibarra Basic General Education School (EGB), serious difficulties in the educational inclusion process are observed, the objective of the research is to design an institutional guide to improve the school inclusion of students with hearing disabilities. A theoretical approach encompassing educational inclusion and the characterization of hearing disabilities was utilized, applying a mixed methodological design that includes both quantitative and qualitative data collection techniques, a survey was conducted with 27 teachers, and interviews were held with parents and administrators, revealing that educators lack knowledge about hearing disabilities, although they show a positive attitude towards inclusion. The results indicate that, despite shortcomings in inclusion, a guide was successfully designed in three modules: theoretical aspects of hearing disabilities, teaching actions, and sign language, complemented by the use of TIC.