Rules for teaching to deaf students: A creative action that overpass the inclusive education

Abstract

The research aims to create guidelines to guide pedagogical processes for hearing-impaired children. The methodology used was supported for a qualitative paradigm, oriented under the ethnomethodology, type field; used was observation techniques and non-structured interviews. For this effect was selected teachers that works with deaf students as key informers in different schools from Bogotá-Colombia. Results show that learning times of deaf students and hearing students are different, who are associated with a specific pedagogical and didactic strategy. It is concluded that guidelines in teaching deaf children incorporate adaptations that implement tangible visual material, experiential and experimental projects.