INTÉRPRETE DE LENGUA DE SEÑAS Y SU INCIDENCIA EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE EN LOS ESTUDIANTES SORDOS DE LA UNIVERSIDAD TÉCNICA DE MANABÍ, EN EL PERIODO ACADÉMICO 2018.

Abstract

The present research work was carried out at the Technical University of Manabí, during the period 2018, in which the authorities of the institution, Deaf students, teachers and hearing students participated, the variables were Sign Language Interpreter and Teaching-learning. Its purpose was to conduct an investigation into the impact that the work of the sign language interpreter has on the teaching-learning process of Deaf students. In this sense, it was possible to identify that the Deaf students have little knowledge of their own language, sign language, as well as the lack of knowledge of the sign language of the teachers and hearing students, which causes the communication to be lost, since they only have the accompaniment of the sign language interpreter sporadically because there is only one interpreter, for all Deaf students of different levels and careers. Likewise, it was possible to identify that among the learning strategies of Deaf students is their Ecuadorian sign language platform, for exhibitions they use google as a translation tool, they watch tutorial videos on YouTube and they read books. Regarding the strategies that teachers use in the classroom to work with deaf students are: visual resources, collaboration of the sign language interpreter, curricular adaptations, exams based on objective questions and when they are explaining their class they try to stand facing the Deaf student, so that the student can do the lip reading. Therefore, the research work called "The sign language interpreter and its impact on the teaching-learning process in Deaf students of the Technical University of Manabí" is justified because it has theoretical knowledge, social relevance and the benefits it generates for the entire educational community. The research was addressed according to the type of bibliographic and field study, whose population was composed of 49 people, including: 1 Director of the Social Equity and Gender Equality Unit, 1 sign language interpreter, 33 hearing teachers and 14 Deaf students, of which 100% were taken as a sample. The methods used in the investigation were inductive-deductive and descriptive. Among the techniques employed were the observation of Deaf students, the interview conducted with the Director of the Social Equity and Gender Inclusion Unit and the sign language interpreter and the survey applied to hearing teachers.