REAs, pedagogía para sordos y diseño curricular contra la "malvada" política de la educación para sordos
DOI:
https://doi.org/10.5944/ried.25.2.33083Palabras clave:
pedagogía para sordos, currículo para sordos, multimodalidad para sordos, estética para sordos, privación del lenguaje, recursos educativos abiertosResumen
Diseñar una educación inclusiva para estudiantes sordos es un dilema complejo que afecta a múltiples esferas y agentes. En los EE.UU. y Canadá, a pesar del esfuerzo de estudiantes, padres, educadores, administradores escolares, desarrolladores de planes de estudios y legisladores para abordar la política educativa sobre alfabetización bilingüe para sordos, esta educación a través de recursos educativos de acceso abierto es un problema perverso exacerbado por brechas en currículo y pedagogía. A pesar de tener tecnologías hipermodernas y una evaluación temprana obligatoria, la mayoría de los estudiantes sordos de secundaria en América del Norte tienen habilidades de alfabetización insatisfactorias (Qi & Mitchell, 2012). Para gestionar mejor este "problema perverso", exploramos cómo utilizar las formas estéticas de conocimiento y el diseño enfocado a personas sordas junto con los Recursos Educativos Abiertos (REA). Revisamos la literatura y construimos un marco novedoso sobre REA y libros electrónicos sobre educación para sordos, obteniendo tres conclusiones clave. Presentamos nuestro nuevo marco con preguntas estructuradas a 382 asistentes de 20 países en la Conferencia WUN/UNESCO de 2021. Analizamos empíricamente este corpus mediante codificación cualitativa y mostramos nuestros hallazgos usando un Modelo de Ecociclo de varias partes. Tras un análisis básico, describimos cuatro implicaciones para la investigación en educación de sordos sobre la enseñanza y el currículo usando REA y materiales de libros electrónicos. Nuestro análisis muestra que el diseño del currículo para sordos es un problema educativo incrustado en un debate político más amplio sobre métodos y filosofías de la pedagogía.
ARTÍCULO COMPLETO:
https://revistas.uned.es/index.php/ried/article/view/33083/25345
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