La enseñanza de la lengua de señas colombianas (LSC) como estrategia pedagógica para la inclusión de estudiantes con deficiencia auditiva en Colombia

Abstract

The objective of this article is to find theoretical supports that support the importance of teaching Colombian Sign Language (LSC) as a pedagogical strategy for the inclusion of students with Auditive Deficiency (AD); and that it is estimated that 5.4% of the population within the territory has this condition and are in a situation of vulnerability (INSOR, 2019); for this reason, this writing delves into the concepts: hearing impairment, inclusion and sign language, through the documentary review of 40 research articles, which allow to know the relationship between these terms and the reality that people with LD live within the Colombian context; in order to determine if the teaching of LSC is a good strategy for inclusion. Once the documentary collection and the theoretical analysis were completed, it was concluded that teaching the LSC in educational scenarios helps the inclusion of students with LD in the school system and contributes to their integral development.