Narratives About Silence. Teacher’s Voices in the School Dynamics of a Student with Hearing Impairment
Abstract
In many cultures, children with disabilities live undermining their dignity: not only do they have to fight unequally against their peers for their condition, they also have fewer opportunities for learning and participation in regular school. That's why this paper delves into narratives about school dynamics around a student with a hearing impairment condition. Qualitative research is used in a case study, through observation records in different situations of the student’s school activity, as well as semi-structured interviews with regular classroom teachers, Physical Education, Music and the Special Education Multiple Care Centre. The analysis of the information made it possible to form two thematic blocks: “A student with deafness. What she knows, what she tries to do and what they allow her to do”, in which the conceptions and practices of teachers are analyzed, and “Equipment and faults in the socio-cognitive structure and social coexistence”, in which the resources and needs of the student are described. In both blocks, special emphasis is placed on the communicative process. Finally, it is found that, in practice, teachers who care for students do not use adequate communication neither didactic and methodological strategies for teaching according to her learning possibilities and apply an undifferentiated didactic action between her and her peers. Although the local political constitution expresses the need to create inclusive environments for deaf children, by not considering individual differences and sign language in communication they are excluded from the academic, play, friendship and social world. In this context, it is essential to recognize the right to an education in which teaching in the Mexican sign language and support units in the regular school for this type of student are guaranteed.
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