Identificación de barreras educativas en el proceso de transición de la educación media a la educación superior en personas sordas: un estudio exploratorio

Abstract

La presente investigación explora las barreras educativas en la transición de la educación media a la educación superior en personas Sordas. Se aborda desde una perspectiva cualitativa, con un carácter exploratorio, siguiendo una lógica descriptiva, su unidad de análisis se conforma desde las opiniones y apreciaciones de diez actores, se realizó la producción de la información con entrevistas semiestructuradas centradas en el problema, el análisis de los datos se realizó siguiendo el método de Leininger (2006 ) el cual consiste en cuatro fases, luego de este proceso se realizó el análisis, y apareamiento conceptual en el cual se identificaron las barreras generadas en la transición educativa de la persona Sorda desde las características externas al centro, características internas al centro, características internas al aula y mesosistema. El estudio concluye con diferentes factores contextuales que generan las barreras en la transición de la educación media a la superior como lo son: las políticas educativas las cuales no generan respuesta a la diversidad, el acompañamiento requerido por los padres, capacitación en la lengua de señas y orientación para garantizar su participación en el proceso educativo de sus hijos. Resulta necesario reconocer la diversidad y las diferentes formas en la adquisición del aprendizaje y para ello se requiere de la reestructuración del perfil de los educadores y de igual forma se hace necesaria la capacitación y transformación conceptual, actitudinal y procedimental de los docentes, directivos y resulta ineludible contemplar los intereses y capacidades de los estudiantes Sordos. / Abstract: To start with, this research explores the educational handicaps in the transition of high school studies to higher education in deaf people. one goes on board from a qualitative perspective, with an exploratory character, following a descriptive logic, its unit of analysis conforms from opinions and ten actors’ appreciations, the production of the information with semi-structured interviews focus on the problem, the analysis of data came true following Leininger's method which consists of four phases, afterwards this process the analysis came true, and conceptual rapprochement in which the handicaps generated in the educational transition of the deaf person from external characteristics to the institution , internal characteristics were identified to the institution, internal characteristics to the classroom and mesosistema. The research concludes with different contextual factors that the handicaps in the transition of high school education generate to the higher education as they are it: educational policies which do not generate answer to diversity, the accompaniment required by parents, training in the Colombian sign language, orientation to guarantee its participation in their children's educational process. it proves to be necessary to recognize the diversity and different forms in the acquisition of learning and for this it is necessary calls for the reorganization of the profile of educators and just the same training becomes necessary and conceptual transformation, ethical/moral content and procedural of teachers, executives and it proves to be ineludible to contemplate interests and deaf student’s capabilities. (Texto tomado de la fuente)

To start with, this research explores the educational handicaps in the transition of high school studies to higher education in deaf people. one goes on board from a qualitative perspective, with an exploratory character, following a descriptive logic, its unit of analysis conforms from opinions and ten actors’ appreciations, the production of the information with semi-structured interviews focus on the problem, the analysis of data came true following Leininger's method which consists of four phases, afterwards this process the analysis came true, and conceptual rapprochement in which the handicaps generated in the educational transition of the deaf person from external characteristics to the institution , internal characteristics were identified to the institution, internal characteristics to the classroom and mesosistema. The research concludes with different contextual factors that the handicaps in the transition of high school education generate to the higher education as they are it: educational policies which do not generate answer to diversity, the accompaniment required by parents, training in the Colombian Sign Language, orientation to guarantee its participation in their children's educational process. it proves to be necessary to recognize the diversity and different forms in the acquisition of learning and for this it is necessary calls for the reorganization of the profile of educators and just the same training becomes necessary and conceptual transformation, ethical/moral content and procedural of teachers, executives and it proves to be ineludible to contemplate interests and Deaf student’s capabilities.