Abstract:

This project proposes a training strategy with the general objective of enhancing the inclusion of students with hearing impairment in the Biology and Geology classroom of the first year of Secondary Education. The approach relies on the effective integration of Information and Communication Technologies (ICT) and active methodologies, inspired by the principles of Universal Design for Learning (UDL).

The aim is for students with hearing impairment to actively participate in the classroom, sharing experiences with their hearing peers through a flexible curriculum design. The strategy seeks to avoid adaptations in the support classroom, enabling students with hearing impairment to remain throughout the entire teaching schedule. It is expected that this inclusion will not only facilitate keeping up with the pace of the class but also contribute to boosting the self-esteem of students with hearing impairment by participating on equal footing.

The proposal entails a shift in support organization, allowing the specialized teacher to actively engage in the classroom and contribute to the design of accessible resources. The goal is to optimize personal and material resources within the center to cater to students with hearing disabilities effectively.

The primary intervention objective is to create inclusive learning environments through organizational strategies and the development of accessible audiovisual resources. Significant improvement in removing barriers to information access is anticipated, benefiting both students with hearing impairment and the general student population.

Collaboration between the curricular support teacher and the subject teacher is deemed crucial for organizing and flexibilizing classroom spaces and creating accessible materials. The aim is to reduce the time required for resource creation and promote mutual understanding to better address the educational needs of students with hearing impairment.

The implementation of accessible audiovisual material in the virtual classroom is highlighted as a unified medium for various resources and information access systems, facilitating more effective content comprehension.

The Flipped Classroom methodology, implemented with the Edpuzzle platform, is expected to encourage active student participation in their learning. For students with hearing impairment, it is anticipated that this methodology will allow them to tackle theoretical aspects at home, in environments conducive to concentration, with constant access to content and the possibility of adaptive and personalized feedback from the teacher.

Keywords:

Universal Learning Design, Hearing Impairment, Compulsory Secondary Education, Information and Communication Technologies, Flipped Learning.