RESUMO
El trabajo de investigación que damos a conocer es el resultado de una intervención sistemática con un sistema de comunicación aumentativo basado en la comunicación bimodal o simultánea. Se trata de un estudio observacional-longitudinal, donde se recogieron datos sobre el desarrollo de la comunicación y el lenguaje de 3 participantes con discapacidad intelectual (DI) durante 4 cursos académicos, mediante la aplicación de un registro observacional basado en controles trimestrales y en el análisis de los cambios reflejados en los informes pedagógicos de los participantes a lo largo del estudio. Los resultados del estudio concuerdan con los obtenidos en investigaciones previas y muestran que se produce una aceleración y un incremento del léxico y del uso espontáneo de los signos manuales por parte de los participantes y, en consecuencia, una mejora de su comunicación. A la vez, se comprueba que reforzando con los signos manuales las sílabas de las palabras, se produce una mejora en la producción oral de los alumnos. En la discusión se analizará en qué medida los cambios reflejados en los alumnos pueden ser fruto de la intervención bimodal y en qué medida son fruto de la propia evolución. Además se discutirá si los cambios reflejados en los participantes dependen del perfil cognitivo de los alumnos, de manera que en aquellos con mayores capacidades cognitivas se observa un mayor cambio, y si los buenos resultados obtenidos dependen del hecho de haber aplicado la intervención comunicativa en un contexto natural (AU)
The research reported herein is the result of a systematic intervention with an augmentative communication system based on bimodal or simultaneous communication. A longitudinal-observational study was performed with collection of data on the development of communication and language in 3 participants with intellectual disabilities (ID) in 4 academic years, by applying an observational record based on quarterly assessments and analysis of changes reflected in the pedagogical reports of the participants throughout the study. The results of the study are consistent with those obtained in previous studies and show that the intervention accelerated and increased vocabulary acquisition and spontaneous use of sign language by participants and, consequently, improved their communication. Equally, reinforcing the syllables of words through hand signs improved the students oral production. The discussion examines how far the changes in the students could be the result of the bimodal intervention and how far they may be the result of development. Also discussed is whether the changes reflected in the participants depended on the students cognitive profile, with students with higher cognitive abilities showing greater change and whether the good results obtained were due to application of the communicative intervention in a natural context (AU)
Assuntos
Humanos , Língua de Sinais , Educação de Pessoa com Deficiência Intelectual/métodos , Comunicação , Auxiliares de Comunicação para Pessoas com Deficiência , Deficiência Intelectual/reabilitação , Transtornos do Desenvolvimento da Linguagem/terapia , Terapia da Linguagem/métodosRESUMO
This article examines the legal instruments and educational politics affecting deaf persons' educational rights in Spain. We present a historical view of deaf education in Spain before and after the Congress of Milan (1880) and then introduce educational legislation and practices in recent decades. At present, Spanish legislation is moving toward recognition of sign languages and the suitability of bilingual education for deaf students at all educational levels. This is a consequence of taking into account the low academic achievement of two generations of deaf students educated in a monolingual model. Bilingual projects are now run throughout Spain. We emphasize that efforts must be made in the legal sphere to regulate the way in which professionals who know sign language and Deaf culture-teachers, interpreters, deaf adult models-are incorporated in bilingual deaf schools.
