About the deaf person and deafness

The care and guidance of deaf people is a complex issue due to the interests of the entities involved in this issue, ranging from parents, to public health policies, to the training of specialized human resources in this field, from teachers to medical specialists, even the economy: quite a few investments that states must make to eradicate or reduce cases of hearing impairment.

It is also important to note that cases of deafness can be exacerbated from the perspective of disability, depending on what stage of the life cycle the individual acquired or lost hearing. If the minor lost hearing after the age of five and ten, one could speak of post-linguistic deafness, since the child had contact with oral language and was able to learn and even perfect it through speech therapy. Even if hearing is lost in adolescence or later, learning Spanish in the oral-aural variety can give these individuals the opportunity to continue interacting with hearing people. Newborns who are deaf in utero, at birth or due to the effects of ototoxic medications, maternal nutritional insecurity and other factors can cause prelinguistic deafness.

Although hearing loss is rarely total, the mere fact that they do not receive sufficient linguistic input worsens the conditions for language acquisition of minors, either in their oral expression or through sign language.

We emphasize this situation because most deaf babies are born into hearing families, a fact that can be beneficial or detrimental to both the health and communication of these children. Regardless, the attitudes and representations of medical personnel and parents are often critical in enabling their children to communicate as fluently and naturally as their hearing peers.

From this we can see that prejudices and narratives about deafness are still in place, as they were throughout the twentieth and late nineteenth centuries. In this sense, the deaf child may live at home all his or her life without the opportunity to acquire a language of his or her own. Another context is that of children who receive prostheses and undergo speech therapy, which may last for years without achieving the expected results. Parents may also decide to have a cochlear implant without being sure of the benefit it will bring to the patient and, in addition, without the financial and emotional burden of the possible failure of these devices. It should be noted that the implanted child also requires speech therapies, which are costly and time-consuming for family members.

Another situation is that of deaf or hearing children growing up in deaf lineages, who acquire bilingualism naturally. In this way, "acquiring" is not the same as "learning" a language. This is because many of them grow up with hearing parents, depriving the child of the acquisition of a mother tongue or first language (L1), and at the same time depriving them of a second language (L2), these children will be linguistically incompetent in the medium term.

Once they are old enough to enter an inclusive and regular school, some do not have adequate linguistic competence in Spanish or sign language, which is linked to the type of family they come from, those who tend to face more problems are deaf children raised in hearing families.

In this sense, families are willing to do whatever it takes for their deaf child to be able to communicate with the linguistic code of the majority. While this family drama is overcome, the years go by and with it the infant's fundamental stage to receive the linguistic input that could help him or her acquire an L1. If this process does not take place in the child's life, it is likely that later language acquisition will be extremely complicated.

Institutional factors as elements of educational exclusion

El profesor puede convertirse en otra barrera para estos estudiantes, puesto que, según su sentido común, no es su obligación aprender lengua de señas, sino que es el sordo quien debe tener habilidad para leer los labios y tener un excelente manejo del español oral y escrito, ya que de esta forma estaría al mismo nivel que sus pares oyentes. Otro elemento que entra en juego en la inclusión o exclusión de los estudiantes sordos, es el intérprete en lengua de señas, quien, de igual forma, se puede convertir en una barrera o un facilitador para ellos.

En los sistemas educativos que tienen procesos de formación y certificación de intérpretes especializados en diferentes campos y niveles educativos, estos estudiantes tienen mayores posibilidades de éxito en el ámbito educativo. Sin embargo, muchas instituciones, especialmente de los sistemas educativos no consolidados, carecen de este servicio y son los estudiantes y sus familias quienes tienen que asumir los costos. Una consecuencia es que el alumno recibe información incorrecta debido a que no sólo es necesaria una competencia adecuada en el manejo de la lengua, si no también capacitación y especialización en un área específica del currículum, hecho que representa un verdadero reto para el intérprete y para las instituciones de educación superior que reciben a estudiantes sordos en programas escolarizados.

Existe una necesidad urgente de que las y los educadores atiendan a los estudiantes universitarios sordos en entornos inclusivos. Nos enfocamos en los docentes porque en los casos donde se ha implementado un modelo bilingüe bicultural, los intérpretes de lengua de señas realizan el trabajo de aula frente al grupo, lo que también es una barrera para el aprendizaje y la participación de los estudiantes, ya que la formación profesional de los intérpretes en México es nula o ineficiente. Además, debemos considerar que la formación de intérpretes varía de acuerdo con su área de formación, las funciones del intérprete de conferencia no es la misma que la de un académico de cualquier área de conocimiento y nivel.

Por otro lado, el tema de la sordera y en particular la educación de las personas sordas cobra cada vez más importancia ya que estos jóvenes necesitan una educación bilingüe en su propia lengua. Este tipo de propuesta no está completamente documentada, principalmente porque es un modelo bilingüe que originalmente tenía como objetivo atender las necesidades de estudiantes sordos de primaria; sin embargo, con el tiempo lo ha llevado al siguiente nivel y sería interesante saber qué pasó con estos estudiantes, especialmente con aquellos que pasaron al siguiente nivel.

El campo de estudio de la educación para sordos está ligado a las condiciones institucionales, es decir, a la disponibilidad de recursos pedagógicos, materiales y humanos que les permitan desarrollar el bilingüismo en español y en lengua de señas; e individual, que incluye el conocimiento y disponibilidad de materias educativas que valoran positivamente la diversidad, así como la formación académica y conocimientos previos de tan sólo estudiantes sordos.

A nivel de educación superior, el acceso de este grupo en particular no implica necesariamente el éxito o la inclusión, ya que las deficiencias institucionales y personales terminan por convertirse en barreras para la exclusión de este grupo lingüístico minoritario. Otro obstáculo es el escaso conocimiento escrito del español entre los estudiantes sordos.

El acceso a la educación superior requiere un conocimiento adecuado del idioma español a nivel de lectoescritura, lo que en la mayoría de los casos involucra procesos o conceptos complejos que requieren un amplio bagaje cultural para poder comprender el significado de los contenidos del programa que el estudiante debe estudiar. En esta situación, el estudiante sordo se encuentra en desventaja ya que muchas veces no sabe español debido a los déficits académicos que ha acumulado durante su trayectoria académica.

En los sistemas de educación superior, la mayoría de los docentes universitarios pueden oír a las personas y, por lo tanto, no tienen las habilidades para usar el lenguaje de señas ni los instructores que un estudiante sordo necesita en el aula. Esto conduce a un doble proceso de exclusión al no poder ejercer plenamente su derecho a la educación y la información.

Las personas sordas son discriminadas y expuestas a diversas formas de maltrato, como el riesgo de rechazo, aislamiento o segregación, tanto por parte de profesores como de compañeros oyentes. Por lo tanto, los niños, niñas y especialmente los adolescentes y jóvenes con discapacidad, incluidos los sordos, tienen una menor posibilidad de educación, lo que hace que este grupo demográfico no pueda completar el nivel básico o, en el peor de los casos, ni siquiera adquirir habilidades de alfabetización.

Dado que las personas sordas también se consideran hipoacúsicas, su inclusión en las clases ordinarias generalmente no tiene un impacto significativo en sus compañeros oyentes; esto no aplica para el personal docente, ya que si el maestro no desarrolla estrategias didácticas que promuevan un ambiente de enseñanza inclusivo, los logros de las y los estudiantes con discapacidad en general, y de los estudiantes con pérdida auditiva en particular, no solo serán negativos a nivel de adquisición de habilidades básicas para la vida, sino también a nivel emocional, ya que las y los docentes no entienden los efectos del aislamiento, por decirlo comunicativamente.

Es decir, cuando se le habla a un estudiante, el docente ignora que para desarrollar una comunicación asertiva en clase, debe hablar frente a él y gesticular con claridad y lentitud. La situación se agrava si el alumno es monolingüe en lengua de señas, pues solo algún compañero de clase u otras personas de apoyo como intérpretes o familiares podrían ayudarlo. Sin embargo, esto se hace principalmente de forma aislada porque el maestro no considera el valor del lenguaje de señas para las personas sordas monolingües.

The role of sign language: linguicide foretold

The role of sign language in defining the identity of deaf people is crucial. Sign language is a form of visual-gestural communication that allows them to express and communicate with each other. For deaf people, sign language is their natural and preferred language and is considered a central aspect of their identity. It not only serves a communicative function, but also has a profound cultural and social significance for deaf people, as they can express their individuality, share experiences and participate in community life.

Sign language allows them to build a collective identity and strengthen their sense of belonging to the Deaf community. Communicating allows them to express themselves naturally and fluently, without the barriers and limitations they face when communicating verbally in a hearing language. It gives them the freedom to fully and authentically express their thoughts, feelings and emotions. It also plays a crucial role in the transmission of Deaf culture. Through the use of sign language, cultural aspects, traditions, stories and values of the Deaf community are transmitted.

Sign language is the means by which the cultural identity of Deaf people is preserved and transmitted from one generation to the next. It plays a central role in defining Deaf identity. Sign language is not only a means of communication, but also an integral part of Deaf identity and culture.

There may be a number of reasons why sign language is not primarily used as a literacy medium for Deaf people. One of the main reasons is the lack of recognition and appreciation as a legitimate and autonomous language. In many educational systems and cultures, the language tends to be seen as a limited or inadequate form of communication, and priority is given to the teaching of the oral language, either the spoken language of the country or the written language.

This preference for oral language instruction is based on the mistaken assumption that deafness must be 'overcome' or 'corrected' through oral language learning. Deaf people are supposed to learn to read and write using the spoken language alphabet, without taking into account that sign language also has its own writing system and linguistic structure.

In addition, educators' lack of knowledge and training regarding sign language can be a barrier to its primary use as a literacy medium. Many teachers are unfamiliar with sign language and lack the skills to teach it effectively. As a result, its importance in the literacy process is underestimated and relegated to the background.

Another important factor is the lack of resources and teaching materials in sign language. The lack of books, teaching materials and other resources hinders its use as a literacy medium. Finally, in some societies there is an ingrained belief that oral language is superior to sign language. This discriminatory attitude and lack of inclusion in the educational system contribute to the fact that sign language is not primarily used as a literacy medium. This is the result of prejudice and lack of knowledge about sign language and the experiences of deaf people. However, there is growing recognition of the importance of promoting inclusive and culturally sensitive education that values and uses it as a means of literacy for Deaf people.

Deaf epistemology

From an epistemological and philosophical point of view, Deaf identity can be defined as a complex construct that encompasses cultural, linguistic, social and personal aspects of Deaf people. Deaf identity is based on recognizing and valuing deafness as a unique and legitimate experience, rather than seeing it as an impairment or disability that needs to be corrected or overcome.

Deaf philosophy challenges the notion that hearing is essential for full perception and understanding of the world. Instead, it emphasizes the importance of sign language and Deaf culture as fundamental elements in the construction of their identity.

Identity is developed through connection to the Deaf community and the adoption of their own cultural and linguistic perspective. There is a sense of belonging and solidarity with other members of their community, which involves sharing common experiences, values and traditions. In addition, Deaf identity is constructed in relation to sign language, which is considered the natural and preferred language of Deaf people.

The Deaf identity philosophy also challenges traditional notions of disability and promotes a more inclusive and respectful perspective. It argues that deafness is not a limitation or a defect but a different way of being and understanding the world. Therefore, Deaf identity is based on the recognition and acceptance of human diversity and the valuing of all forms of communication and expression. It is important to note that, from a philosophical point of view, this definition of Deaf identity comes from research and reflection in the field of Deaf studies and its philosophy. However, we cannot assume that all Deaf people have the same idea and experience of their identity, as these may vary depending on individual and contextual factors.

To conclude, it is important to consider different approaches in deafness research because this condition has not only medical but also social and cultural implications. The medical approach based on the restoration of lost or impaired hearing does not take into account the linguistic and cultural aspects of deaf people.

On the other hand, the culturalist approach recognizes deaf people as a linguistic and cultural minority and focuses on promoting sign language and identity. By looking at different approaches, we can gain a more complete understanding of deafness and its effects. This allows us to address the diversity of experiences and perspectives within their community and develop more inclusive and culturally sensitive interventions and policies.

In addition, by recognizing deafness as a social and cultural issue, we can combat the discrimination and stigma associated with the condition and promote equal opportunities for deaf people. Considering different approaches in deafness research helps us to understand and address this condition from a holistic perspective, considering medical as well as social and cultural aspects. This allows us to promote inclusion and respect for deaf people and encourage their full participation in society.