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The advance in educational inclusion has visualized the presence of deaf students with their own culture and language in regular education establishments. At the national and international level, a series of educational devices have been created for the acquisition of the vehicular language of migrant students, which from a socio-anthropological perspective has not been visualized for the deaf educational community. The objective of this article is to propose a device for deaf students in educational establishments. As a result, through a theoretical analysis, a Hospitality Device for Deaf Students (DIHOPES) is proposed with 4 dimensions: Culture of Hospitality, Welcome Protocols, Specialized Professionals and Language Immersion Classroom. As a reflection, the articulation of the dimensions of this device is based on the principle of hospitality and the acceptance of deaf otherness that seeks to be recognized as part of the educational community. [ABSTRACT FROM AUTHOR]

Access to information is a right that should not be limited because of being a member of a linguistic minority. The Deaf Community, which has its own language and culture, faces limitations in access to the media, such as open-signal television, unlike hearing people. This phenomenon was investigated from the point of view of people from the Deaf Community in order to be able to raise coherent proposals to meet their needs. The objective was to know the perception of members of the Peruvian Deaf Community about the interpretation in Peruvian Sign Language (PSL) in open signal television channels in Peru. It was a qualitative study of phenomenological design in which a group of people representing the Deaf Community of Lima, Peru participated. Group interviews were conducted with the presence of an interpreter known by all the interviewees. The results show that the Deaf Community interviewed perceives that there are deficiencies in terms of the number of interpreters and the space assigned to them on screen. The people interviewed stated that the Deaf Community experiences a feeling of isolation and mockery due to the small number of programs that are interpreted and the appointment of interpreters who do not adequately convey the information. In addition, they consider that there is a need for better training of interpreters in aspects such as linguistic diversity and the use of classifiers and spacing. Based on the findings and their interpretation, the researchers make some final considerations to promote good practices aimed at reducing the gap in access to information for the Deaf Community in Lima, based on inclusion and equity. [ABSTRACT FROM AUTHOR]

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Deaf people are at risk of contracting Sexually Transmitted Infections and having unplanned pregnancies, in addition to having fewer programs that fit the communicative characteristics of this population. The purpose of this study was to evaluate the effects of an intervention program assisted by a web-based application aimed at promoting condom use. A quasi-experimental design with an intervention and control group was used, in which 32 young deaf people participated. The intervention consisted of four face-to-face sessions that were supported by the web application, which contains videos and review dynamics. Increases were seen in the level of knowledge about STIs and condom use, in perceived self-efficacy for correct condom use, and in the demonstrated ability to put on and take off a condom on a penis for teaching. The importance of computer tools for the promotion of health and the exercise of sexual and reproductive rights in the deaf population is discussed. [ABSTRACT FROM AUTHOR]

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Introduction : Deaf individuals in Colombia possess the distinctive trait of communicating with others through Colombian Sign Language (LSC) and encounter communication challenges when accessing health services due to their affiliation with a linguistic and cultural minority. Objectives : To describe the experiences of Deaf individuals in communicative processes during dental care. Methodology: A qualitative study was conducted involving 32 Deaf individuals, both male and female, of legal age, who participated in individual and group interviews. Throughout these interviews, participants shared instances of their experiences in dental consultations. Data were coded, categorized, and relationship maps were developed for analysis. Results were communicated to participants through educational material in sign language. Results : Participants narrate the challenges faced in autonomously accessing health services, as well as their experience of being uninformed during care. They also highlight opportunities for receiving dignified and quality care, necessitating transformations in services, healthcare professionals, and higher education institutions within the context of Deaf culture. Conclusions : Communicative processes in the interaction between dentists and Deaf individuals present an opportunity to better comprehend the Deaf experience in healthcare, question the normalcy in healthcare provision, and recognize the importance of addressing differences. [ABSTRACT FROM AUTHOR]

Copyright of Nueva Revista del Pacífico is the property of Universidad de Playa Ancha de Ciencias de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Pensamiento Americano is the property of Corporacion Universitaria Americana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Psicoterapia is the property of Revista de Psiquiatria y Psicologia Humanista, S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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. [ABSTRACT FROM AUTHOR]

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Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia y Sociedad is the property of Ciencia y Sociedad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)