Teaching materials for literacy for students with hearing impairment

Abstract

In this article, the product of an investigation that exposes the level of literacy skills that young people with hearing
disabilities have, argued on theoretical grounds and verified in the result of an observation analysis in a sample of
students with this disability, which resulted in the creation of an inclusive educational proposal, which is the Kamishibai as
a multimedia didactic strategy to strengthen literacy in this population. Objetive. Strengthen literacy through Kamishibai
as a multimedia educational material to strengthen the literacy process in students with hearing disabilities. Methodology.
This research, is framed in the interpretive paradigm contextualized under qualitative research, alluding to characters,
non-quantifiable attributes that can describe the situation, to understand or explain the phenomenon observed in students
with hearing impairment in social and academic contexts. Results. In this research it has been observed that there is a
general problem from which to make pedagogical in the stimulation and teaching of the written language in deaf students.
This is how the Kamishibai adapted to the hearing-impaired population, aims to strengthen the literacy process in deaf
students, providing this didactic tool to teachers to creatively execute it to young people, encouraging the interaction
of these with the environment. Conclusions. The weakness that exists in the Colombian education system in terms of
strategies or methodologies for the teaching of the written language in deaf students is evident. From the role of special
educator stimulate basic competencies for the deaf person and thus provide a better opportunity for communication by
interacting easily through reading and writing with their environment.