The communication of deaf early childhood learners. A new look from the family context (Original)

Abstract

When the auditory deficit appears before oral language is formed or at some point in its ontogenetic process, before three years of age, the implications that are generated compromise the communicative function and cause the family to resort to linguistic codes that do not correspond to the kinesics formative structuring of the sign language with which the child will learn to read and write when he reaches school age. The role that the family should play in this task is recognized, for which it requires guidance; however, there are insufficiencies in the process of family guidance from the educational institution for communication through sign language in deaf students of preschool childhood, a problem that urgently requires a solution within the Pedagogical Sciences. The objective of this article is the elaboration of a pedagogical model of family orientation for deaf early childhood students, in order to favor the development of communication through sign language. Theoretical, empirical and statistical research methods were used for its realization. Its most relevant results are, as a contribution to the theory, a pedagogical model of family orientation for communication through sign language with early childhood students. The results, which demonstrate the feasibility and relevance of the model when applied in educational practice, were evaluated.