Bibliographic Details
| Title: |
Tendencias educativas de la comunicación y déficit auditivo en la escuela. |
| Alternate Title: |
Educational trends of communication and hearing impairment in school. |
| Authors: |
Peláez Labrada, Nurisbel1 nurisbelp97@gmail.com, Labrada Pérez, C. Marlens1 marlenslp@nauta.cu, Fuentes Rodríguez, C. Hilda Lidia1 hildalidia@uho.edu.cu |
| Source: |
Pedagogía Profesional. Apr-Jun2026, Vol. 24 Issue 2, p1-10. 11p. |
| Subject Terms: |
*Inclusive education, *Hearing disorders, *Teaching aids, *Bilingual education, *Educational innovations, *Visual communication, Nonverbal communication |
| Geographic Terms: |
Cuba |
| Abstract (English): |
The study addresses the main contemporary educational trends in the communication of learners with hearing impairment, with the purpose of developing a theoretical core that integrates educational trends and responds to the transformations of the inclusive school context. It focuses on systematizing the conceptual, methodological, and didactic foundations that support communicative processes, considering the diversity of approaches emerging in inclusive education, bilingual communicative development, and the use of techniques. The research is carried out in the municipality of Mayarí, Holguín province, Cuba. Theoretical methods were implemented: historical-logical, analysis-synthesis, inductive-deductive, and modeling; empirical methods: documentary analysis, surveys, scientific observation, and expert judgment. The results reveal that the communication of these learners is conditioned by educational trends that transcend towards inclusive models based on communicative accessibility; and the consolidation of pedagogical tools focused on visual, gestural, and linguistic interaction. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El estudio aborda las principales tendencias educativas contemporáneas de la comunicación del educando con déficit auditivo, con el propósito de elaborar un núcleo teórico que integre las tendencias educativas y responda a las transformaciones del contexto escolar inclusivo. Se centra en sistematizar los fundamentos conceptuales, metodológicos y didácticos que sustentan los procesos comunicativos, considerando la diversidad de enfoques que emergen en la educación inclusiva, el desarrollo comunicativo bilingüe y el uso de técnicas. La investigación se lleva a cabo en el municipio de Mayarí, provincia Holguín, Cuba. Se implementaron métodos teóricos: histórico-lógico, análisissíntesis, inductivo-deductivo y modelación; empíricos: análisis documental, encuestas, observación científica y criterio de expertos. Los resultados revelan que la comunicación de estos educandos está condicionada por tendencias educativas que trascienden hacia modelos inclusivos basados en la accesibilidad comunicativa; y la consolidación de herramientas pedagógicas centrada en la interacción visual, gestual y lingüística. [ABSTRACT FROM AUTHOR] |
|
Copyright of Pedagogía Profesional is the property of Universidad de Ciencias Pedagogicas "Enrique Jose Varona" Facultad de Ciencias Tecnicas and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
