Acciones inclusivas para un estudiante con discapacidad auditiva de la educación general básica

This study explores the inclusion of students with hearing impairments in General Basic Education, focusing on the case of the “Alejandro Benjamín Coronel Terán” School, located in the Palopo Mirador community in Latacunga, Ecuador. It examines the communication, teaching, and social barriers that can hinder the full participation and meaningful learning of these students. From both a scientific and pedagogical standpoint, the study proposes an innovative methodological approach built on two key pillars, the teaching of Ecuadorian Sign Language (LSEC) and the integration of assistive technology. The goal is to strengthen teachers’ communication skills in LSEC, incorporate multisensory activities that engage visual, tactile, and kinesthetic learning, and implement technological tools such as mobile apps and interactive platforms to support inclusion. Using both qualitative and quantitative research methods—including surveys, interviews, and statistical analysis—the study evaluates the impact of pilot sessions carried out in the classroom. Preliminary results suggest meaningful improvements in classroom communication, understanding of academic content, and social interaction among students. Additionally, the research highlights a growing openness within the school community toward inclusive education. Ultimately, the study underscores the importance of teacher training in sign language and inclusive strategies as vital components in delivering equitable, high-quality education. The proposed model presents a scalable solution to the challenges of educational diversity, fostering a more inclusive and respectful school culture.