Inclusive teaching strategies for students with hearing disabilities in the Graphic Design and Multimedia program

Abstract

This study analyzed the learning strategies used by teachers in classrooms with deaf students and their effectiveness. The study was conducted using a descriptive qualitative approach, employing data collection techniques such as interviews with hearing-impaired students enrolled in the Graphic Design and Multimedia program at UNAN-Managua, interpreters, and teachers who teach classes in the program. The study was conducted with the aim of identifying the teaching strategies implemented by teachers, the barriers encountered in the teaching-learning process, and how effective these strategies are for students with hearing impairments. The main findings showed that the most effective strategies are group work, support from interpreters, personalized and individualized attention, combining visual and practical elements, and the use of images and subtitled videos. Likewise, the following learning barriers were highlighted: lack of teacher training in inclusive education, meaning that the design of strategies, resources, and reasonable accommodations are not in line with each student's learning styles; teachers who do not know sign language, meaning that there is no direct communication with deaf students.