Pedagogical innovation for the integration of children with hearing disabilities into regular education

Abstract

The integration of children with hearing disabilities into regular schools and the use of pedagogical innovations that facilitate the learning of said children were analyzed. Observation and interviews validated with triangulation of sources were used. Qualitative methodology. It was found that the integration of the hearing disabled presented weaknesses in the teaching-learning process, due to lack of support, lack of strategies that contribute to the participation of the representatives of the disabled children, nor is there any updating of the teacher. A sign language instructor-translator is required. Curriculum adjustments are needed according to the needs of the hearing impaired.