Ciencias Humanas y de la Educación

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Author: search.filters.author.Sánchez Guinzo Nicole MaribelSubject: search.filters.subject.EDUCACIÓN INCLUSIVA

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    La lengua de señas para la inclusión educativa de estudiantes de primero, segundo y tercer nivel de la carrera de Educación Básica de la Universidad Técnica de Ambato
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Sánchez Guinzo Nicole Maribel; Chávez Fuentes Carmen Dolores; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    Faced with the challenges of achieving truly inclusive education at the higher education level, especially for students with hearing impairments, this research aimed to analyze the role of Ecuadorian Sign Language as a key tool for promoting inclusion within the Basic Education program at the Technical University of Ambato. The study was approached from a mixedmethods perspective. It allowed, on the one hand, to review the theoretical foundations of the use of sign language in inclusive educational contexts and, on the other, to assess the level of communication skills of both teachers and students. To collect information, Likert-type surveys and observation sheets were administered to a sample of 110 students and 10 teachers. The results showed that, although there was a favorable attitude toward inclusion, both students and teachers had limited knowledge of sign language. The inclusive practices found were scarce, unsystematic, and depended more on individual effort than on a clear institutional policy. It was concluded that sign language not only facilitates communication but also represents an essential linguistic and cultural right for deaf people. However, the lack of structured training, the shortage of interpreters, and the absence of specific institutional policies remain significant barriers to achieving full participation for this group. Therefore, it is suggested that sign language teaching be included in teacher training, that ongoing training programs be created, and that sustainable inclusive strategies be implemented.