Therapeutic approaches for deaf children at intervention centers in Chile’s metropolitan region: access to health and education

Abstract

Aim: to characterize the health or education centers that work with deaf children from an early age. Methods: a survey of those in charge of centers for people with hearing loss (N=5), special schools for the deaf (N=3) and hospitals in which therapeutic intervention for people with hearing impairments (N=6) was carried out in Santiago, Chile in 2014. It consulted the characteristics of the people attended, the intervention method used at each center and information about the professionals making up each team of workers. In addition, information was compiled about whether the institution had inclusion programmes for normal or special education. Results: the majority of the institutions indicated that they had an oral focus or a variation on this. Only one used the bilingual intercultural model and another indicated that did not use oral models. The results varied concerning access to education and even to professionals, at centers of the same kind. Conclusion: the majority of the institutions indicated that they worked using the oral intervention methodology, providing fewer options for the early inclusion of bilingual intercultural education or other intervention methodologies.

Teacher's training for the education of the deaf schoolchildren

“…To consider the reading teaching and the writing from a position that keeps in mind the nature of a vehicular language of other school contents, contributes to attenuate one of the present difficulties in the scholars, the limited understanding of the text, attributed to the scarce vocabulary and the little domain of the syntactic structures (Bustos Rubilar et al, 2018). The terms of other school matters are systematized this way, either by means of the written word or oral and he/she consolidates the sign of the object, phenomenon or thing of which is.…”

Barreras y facilitadores para la inclusión social de niñas/os con discapacidad auditiva

“…Esto podría explicarse por la predominancia inicial de algunas políticas, áreas y profesionales. Por ejemplo, en ambos territorios prima la atención inicial en salud (Saitua Iturriaga et al, 2015), áreas que en países como Chile no tendrían diversidad de profesionales y perspectivas (Bustos Rubilar et al, 2018). Esto junto a las percepciones observadas en este estudio influirían en un éxito basado en una perspectiva clínica de intervención centrado principalmente bajo un enfoque biomédico de intervención, y no considerando de igual forma el enfoque sociocultural existente, influenciando así la decisión de los padres sobre lo que es percibido como exitoso.…”