Perfil Docente en los procesos de inclusión de estudiantes con sordera en Educación Superior

Abstract

This article aims to identify the current roles and actions of the differential/special education teacher(s), facilitators, and barriers to articulating the processes of the student's higher education with deafness. It is a qualitative, descriptive research with a phenomenological design, with the participation of 8 PED/E. The technique used was a semi-structured interview. The results indicate that the profile of the PED/E has administrative and educational functions, which in turn contain facilitators and barriers in a tertiary education context. The conclusions point to the importance of this professional in the context of higher education with students with deafness, participation in their academic processes in interdisciplinary educational contexts that support their interpersonal and sociocultural needs, the development of inclusive strategies, with a Chilean Sign Language competence at an advanced level that allows fluid and effective communication with deaf people in this educational space.