NEEDS IN THE FORMATION OF DEAF TEACHERS IN MÉXICO

V.H. Medrano1, M.P. Fernández Viader2, M. Cruz-Aldrete1

1Universidad Autónoma del Estado de Morelos (MEXICO)
2Universitat de Barcelona (SPAIN)
In the context of educational services for students who have some type of hearing loss and are integrated into special schools defined as promoting of a model Bilingual - Bicultural considered the most appropriate to respond the educational needs of Deaf children, one of the proposals raised in the model is the presence of figures or Deaf identity models who not only come to act as examples of identity but also of language and culture.

Children with hearing loss require models that allow them to leave setting as Deaf, ensuring them to be developing confidence, security and personal balance. Deaf adults have related to the infant as a stimulus for personal development, an ideal to which they too can aspire.

In this paper our goals intend to discuss which are the formative elements that require the Deaf Teacher (MS) of a school in the city of Tijuana, Mexico and who they are working already in an educational institution of government called CAM which is an educational institution that offers services such as elementary school to most of the deaf population and serves under Bilingual - Bicultural model (BB) to a population of 95 deaf children.

According to the characteristics and objectives proposed for the study, methodologically this study was defined as qualitative descriptive, ethnographic and phenomenological, through a non-participant observation. A total of 8 people experts involved in education were considered: one group of four Deaf people working as teachers in the Centro de Atención Múltiple (CAM) Helen Keller; two hearing teachers of group (MO) who has the collaboration of MS; one school zone´s supervisor (SZ) involved in the working model and one regional coordinator (CR) of special education in Tijuana.

As instruments for data collection, four semi structured interviews and video recorded in Mexican Sign Language (LSM) were used in order to be transcribed and analyzed later; in addition for the hearing staff, four questionnaires with 11 open-ended questions were used.

During the study a proposal for categories of analysis, currently organized into four groups emerged: PROFILE OF DEAF TEACHER, PROPOSAL OF TRAINING FOR DEAF TEACHERS, LIABILITY OF OFFICIAL PART AND REQUIREMENTS IN A B-B SCHOOL, with a total of 32 categories that will present in our work.

One of the results find it at moment is the identification of the need for digital and technological tools by these MS to facilitate access to linguistic, cultural and own Mexican identity Deaf community situations.

It is intended in the future to continue collecting data through focus group technique with the Deaf Teachers of the institution, recorded in video and later transcribed and analyzed.