Design of a literacy app for Deaf children
DOI:
https://doi.org/10.5753/rbie.2021.29.0.1038Abstract
One of the problems that the deaf community faces is that the literacy process does not occur in the same way as their hearing peers. Literacy is an activity that requires the development of a phonological awareness to understand that the words are composed of symbols and phonemes, which is due to this necessary bilingual-bicultural mediation for Deaf children. Likewise, the instructional methods that are commonly used are based on oralism, that is, they begin with the understanding of the minimum units of the word (syllables and phonemes), and therefore, the deaf person does not generate any meaning due to the lack of sound. Therefore, this article presents the development and results of an application that allows deaf children to practice the process of literacy. The foregoing basing communication on the use of Sign Language and following a contextualized global method, which is opposed to oralist-type methods in which sound is important to begin to understand words from their minimum unit. For its validation, a group of Deaf users who interacted with the contents developed was involved, as well as the guide and endorsement of an association for the instruction of Deaf people and educators with experience in the teaching of deaf children. The progress was monitored remotely due to Covid-19 conditions.
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Copyright (c) 2021 José Abraham Solís Ramírez, José Rafael Rojano-Cáceres
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