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Este proyecto busca articular Trayectorias Hipotéticas de Aprendizaje (THA) de la aritmética inicial: Subitización, Conteo y Comparación, orden y estimación, y del lenguaje: lengua de señas colombiana (LSC) y español escrito (EE), por medio de un sistema de actividades basado en el juego y adaptado para propiciar procesos de enunciación matemática en estudiantes sordos. Este estudio de tipo interpretativo es desarrollado con población sorda pero con la intención de responder a las características de los Diseños Universales de Aprendizaje (DUA), transformando los ambientes, los objetivos, métodos, materiales y apoyos para hacer accesibles los aprendizajes para todos los estudiantes. Se ejecuta en cuatro fases y se obtienen como resultado 8 trayectorias reales de aprendizaje (TRA) de poblaciones sordas en las que se evidencia el progreso en el aspecto aritmético y en el desarrollo del lenguaje del español escrito y la lengua de señas colombiana. This project seeks to articulate Hypothetical Learning Paths (THA) of basic arithmetic: Subitization, counting and comparison, order and estimation, and of basic language too: Colombian Sign Language (LSC) and Written Spanish (EE) through a system of activities based on game and adapted to promote mathematical enunciation processes in deaf students. This interpretive study is developed with a deaf population with the intention of responding to the characteristics of Universal Learning Designs (DUA), transforming the environments, objectives, methods, materials and supports to make learning accessible to all students. It is executed in four phases and eight real learning trajectories (TRA) of deaf populations, those which are obtained as a result of progress in the arithmetic field and in the development of the language of written Spanish and the Colombian sign language as well.

El objetivo de la investigación fue comprender las debilidades en el proceso de inclusión de personas con discapacidad auditiva en el mercado laboral del municipio de Barrancabermeja dentro del marco de las políticas públicas. A través de dos organizaciones sin ánimo de lucro fueron referenciadas 20 personas con discapacidad auditiva en edad laboral, mediante el desarrollo de una estrategia de muestreo mixto en la que se combinaron dos tipos de muestra dirigida, donde la recolección de datos se desarrolló por medio de entrevistas semiestructuradas que partieron de un planteamiento general hacia uno específico, en el que se tuvo en cuenta la interpretación de las realidades a través de la Lengua de Señas Colombiana. Los datos recolectados se analizaron basándose en las transcripciones naturales de las entrevistas haciendo uso de la técnica de Análisis de Contenido, donde se abordó la información a través de categorías que fundamentan las experiencias de los individuos. En los resultados se puede evidenciar a través de la lectura del contexto municipal y la relación que posee el territorio con las Personas con Discapacidad Auditiva, que los imaginarios sociales y la limitada comunicación existente entre sordos y oyentes, ha llevado a que socialmente se aislé a la población con discapacidad auditiva y no se cuente con una delimitación teórica clara que permita entender las carencias que afronta esta comunidad en relación a su proceso efectivo de inclusión al mercado laboral. INTRODUCCIÓN .......................................................................................................................... 1 CAPÍTULO 1. PERSONAS CON DISCAPACIDAD AUDITIVA Y SU INCLUSIÓN LABORAL ...................................................................................................................................... 4 1.1. MARCO CONCEPTUAL ................................................................................................... 4 1.1.1. Concepción de discapacidad ......................................................................................... 4 1.1.2. Discapacidad, derechos humanos y desarrollo ............................................................. 6 1.1.3. Mercado laboral ............................................................................................................ 8 1.1.4. Inclusión laboral.......................................................................................................... 10 1.2. MARCO LEGAL ............................................................................................................... 13 1.2.1. Contexto vinculante internacional .............................................................................. 13 1.2.2. Contexto normativo nacional de inclusión laboral ..................................................... 16 1.2.3. Normas enfocadas a la población con discapacidad auditiva ..................................... 18 CAPÍTULO 2. POLÍTICAS PUBLICAS .................................................................................... 21 2.1. ABORDAJE DE ANÁLISIS ............................................................................................. 23 2.2. IMPLEMENTACIÓN DE POLÍTICAS PUBLICAS ....................................................... 26 2.3. POLÍTICAS PUBLICAS PARA LAS PERSONAS CON DISCAPACIDAD ................. 28 2.3.1. Carácter nacional ........................................................................................................ 28 2.3.2. Carácter local .............................................................................................................. 30 CAPÍTULO 3. ABORDAJE METODOLÓGICO ....................................................................... 32 3.1. AMBIENTE LOCAL Y CONTEXTO .............................................................................. 32 3.2. UNIDAD DE ANÁLISIS Y MUESTRA .......................................................................... 34 3.3. RECOLECCIÓN DE DATOS ........................................................................................... 35 3.3.1. Estructura de la entrevista ........................................................................................... 36 2.3.2. Procedimiento general de la entrevista ....................................................................... 36 3.4. ANÁLISIS DEL CONJUNTO DE DATOS ...................................................................... 38 3.4.1. Definición de categorías ............................................................................................. 38 3.4.2. Codificación de datos .................................................................................................. 40 CAPÍTULO 4. PRESENTACIÓN DE RESULTADOS ............................................................. 44 4.1. SITUACIÓN NORMATIVA............................................................................................. 44 4.2. CARACTERÍSTICAS DE LA POBLACIÓN OBJETO DE ESTUDIO .......................... 49 4.2.1. Accesos a formación técnica y profesional ................................................................. 49 4.2.2. Estigmatización social ................................................................................................ 53 4.2.3. Apropiación de la condición de discapacidad ............................................................. 57 4.3. ACCESO A OPORTUNIDADES ..................................................................................... 59 4.3.1. Experiencia laboral ..................................................................................................... 59 4.3.2. Participación en convocatorias de empleo .................................................................. 63 4.3.3. Aspiraciones académicas ............................................................................................ 66 4.3.4. Independencia económica ........................................................................................... 69 4.4. PERCEPCIÓN DE DEBILIDADES ................................................................................. 72 4.4.1. Barreras sociales ......................................................................................................... 72 4.4.2. Empleadores inclusivos .............................................................................................. 77 4.4.3. Espacios integradores.................................................................................................. 80 4.4.4. Exteriorización de la cultura poblacional ................................................................... 82 4.5. INTERPRETACIÓN DE LAS REALIDADES SEGÚN LAS CARACTERÍSTICAS ÚNICAS DE LAS PERSONAS CON DISCAPACIDAD AUDITIVA................................... 86 CAPÍTULO 5. DISCUSIÓN ....................................................................................................... 92 5.1. LINEAMIENTOS DE POLÍTICA PÚBLICA PARA UN ENFOQUE DE INCLUSIÓN LABORAL ................................................................................................................................ 96 CONCLUSIONES ...................................................................................................................... 101 LISTA DE REFERENCIAS ....................................................................................................... 103 ANEXOS .................................................................................................................................... 109 Maestría The objective of the research was to understand the weaknesses in the process of inclusion of people with hearing disabilities in the labor market of the municipality of Barrancabermeja within the framework of public policies. Through two non-profit organizations, 20 people with hearing disabilities of working age were referenced, through the development of a mixed sampling strategy in which two types of directed sample were combined, where the data collection was developed by means of semi-structured interviews that started from a general approach to a specific one, in which the interpretation of realities through Colombian Sign Language was taken into account. The data collected was analyzed based on the natural transcripts of the interviews using the Content Analysis technique, where the information was approached through categories that support the experiences of the individuals. In the results, it can be evidenced through reading the municipal context and the relationship that the territory has with People with Hearing Disabilities, that social imaginaries and the limited communication between deaf and hearing people have led to social isolation from the population with hearing disabilities and there is no clear theoretical delimitation that allows understanding the deficiencies that this community faces in relation to its effective process of inclusion in the labor market.

El presente documento trata acerca de la utilización de la realidad aumentada como tecnología para mejorar la educación de las personas sordas, teniendo en cuenta además el uso de la lengua de señas (L.S.) como principal medio para la comunicación de esta comunidad. En este sentido aborda elementos como: Apps, realidad aumentada, aprendizaje basado en vídeos e Imágenes e informática basada en gestos; que pueden considerarse como herramientas de gran apoyo en la enseñanza. Se espera que el resultado permita a personas con limitaciones auditivas, ampliar su panorama frente a otras posibilidades tecnológicas que animan, motivan y enriquecen la experiencia del aprendizaje en el área de gestión de proyectos. Introducción 12 Capítulo 1. Problema de Investigación13 1.1 Descripción del Problema 13 1.2 Formulación del Problema.13 Capítulo 2. Objetivos.14 2.1 Objetivo General14 2.2 Objetivos Específicos.14 Capítulo 3. Justificación y Delimitación de la Investigación 15 3.1 Justificación .15 3.2 Delimitación.15 Capítulo 4. Marco Referencial.16 4.1 Marco Teórico16 4.1.1 Educación en Colombia para población sorda. 16 4.1.2 Querología 17 4.1.3 Usos de la Lengua de Señas. 19 4.1.4 Realidad Aumentada 21 4.1.4.1 Tecnología de Realidad Aumentada en los dispositivos móviles. 21 4.2 Marco Conceptual23 4.3 Marco Legal.24 4.4 Marco Histórico .25 Capítulo 5. Tipo de Investigación27 Capítulo 6. Diseño Metodológico28 Capítulo 7. Fuentes para la Obtención de Información .29 7.1 Fuentes Primarias.29 7.2 Fuentes Secundarias.29 Capítulo 8. Recursos30 8.1 Descripción Detallada del Personal Requerido31 6 8.2 Descripción de Equipos Requeridos32 Capítulo 9. Cronograma.33 Capítulo 10. Resultados .34 10.1 Herramientas34 10.1.1 QR-Code_Studio 35 10.1.2 Vuforia .35 10.1.3 Unity.36 10.1.4 Word Press.36 10.2 Desarrollo de la Aplicación .36 10.2.1 Descarga QR-Code_Studio 36 10.2.2 Instalación QR-Code _ Studio .38 10.2.3 Ejecución de QR-Code _ Studio 39 10.2.4 Interfaz de diseño código QR.42 10.3 Instalación de Unity .44 10.3.1 Uso de Unity.44 10.3.2 Acceso a Vuforia48 10.3.3 Integración de Unity y Vuforia 48 10.3.4 Interfaz resultado de la integración de Unity y Vuforia.52 10.3.5 Arquitectura de la aplicación desarrollada. 53 10.3.6 Uso de la App.54 10.3.7 Ejemplos de uso de la App.56 Conclusiones.62 Bibliografía Pregrado Ingeniero en Sistemas Ingeniería de Sistemas

Background There is no validated measure of positive mental well-being that is suitable for Deaf people who use a signed language such as British Sign Language (BSL). This impedes inclusion of this population in a range of research designed to evaluate effectiveness of interventions. The study aims were: (i) to translate the original English version of SWEMWBS into BSL and to test the SWEMWBS BSL with the Deaf population in the UK who use BSL; (ii) to examine its psychometric properties; and (iii) to establish the validity and reliability of the SWEMWBS BSL. Methods The SWEMWBS was translated into BSL following a six stage translation procedure and in consultation with the originators. The draft version was piloted with Deaf BSL users (n = 96) who also completed the CORE-OM BSL well-being subscale and the EQ-5D VAS BSL. Reliability was explored using Cronbach’s alpha for internal consistency and ICC for test-retest reliability. Validity was explored by using Kendall’s tau correction for convergent validity and an exploratory factor analysis for construct validity. Results The internal consistency for the reliability of the SWEMWBS BSL was found to be good and the test-retest one week apart showed an acceptable reliability. There was good convergent validity of the SWEMWBS BSL with the well-being subscale of the CORE-OM BSL and the EQ-5D VAS BSL. Conclusions The SWEMWBS BSL can be used with a Deaf population of BSL users. This is the first validated version of a BSL instrument that focuses solely on positively phrased questions for measuring mental well-being.

Purpose: To translate the health questionnaire EuroQol EQ-5D-5L into British Sign Language [BSL], to test its reliability with the signing Deaf population of BSL users in the UK and to validate its psychometric properties. Methods: The EQ-5D-5L BSL was developed following the international standard for translation required by EuroQol, with additional agreed features appropriate to a visual language. Data collection used an online platform to view the signed (BSL) version of the tests. The psychometric testing included content validity, assessed by interviewing a small sample of Deaf people. Reliability was tested by internal consistency of the items and test-retest, and convergent validity was assessed by determining how well EQ-5D-5L BSL correlates with CORE-10 BSL and CORE-6D BSL. Results: The psychometric properties of the EQ-5D-5L BSL are good, indicating that it can be used to measure health status in the Deaf signing population in the UK. Convergent validity between EQ-5D-5L BSL and CORE-10 BSL and CORE-6D BSL is consistent, demonstrating that the BSL version of EQ-5D-5L is a good measure of the health status of an individual. The test-retest reliability of EQ-5D-5L BSL, for each dimension of health, was shown to have Cohen's kappa values of 0.47 to 0.61; these were in the range of moderate to good, and were therefore acceptable. Conclusions: This is the first time EQ-5D-5L has been translated into a signed language for use with Deaf people and is a significant step forward towards conducting studies of health status and cost-effectiveness in this population.

Objective: This article aims to examine data on Psychiatric diagnoses among deaf people in comparison with hearing people in the psychiatric hospital in Beau-Vallon. Method: This work proposes to study the diagnostic data from the Summary Psychiatric Minimum (Résumé psychiatrique minimum: RPM) from the years 2000 until 2009 from the psychiatric hospital Beau Vallon and for which a hearing problem has been highlighted on Axis III. The sample data of the deaf population will be compared with the sample of the total population represented by all patients for the year 2008. Both samples were found to be equivalent after a Mann-Whitney test to study the relationship between two independent samples with quantitative data. Results: The results show an overrepresentation of the diagnosis of psychotic disorders (40.7% against 29.3%), an equivalence of depressive disorders (18.5% against 18 %) but bipolar disorders were absent in the deaf while they were found in 5.7% of patients with normal hearing, an overrepresentation in the deaf population of anxiety disorders (11.1% against 3.4%), intellectual disabilities (37% against 13.4% in the hearing population) and an under-representation of personality disorders (25.9% against 61.2% in the hearing population) Conclusion: In this example, several concepts can be put forward to demonstrate bias and prejudice in the specific diagnostic support for deaf people with psychiatric teams who are not specialized in the treatment of deafness

The purpose of this study was to investigate the prevalence rates and effects of child sexual abuse in both deaf and hearing individuals living in Utah. A total of 104 deaf and 69 hearing individuals responded to the survey. The survey inquired about participants' experiences with sexual abuse and their mental health status. The difference in rates of abuse between the two groups was not statistically significant. However, deaf individuals tended to be abused more often than hearing individuals. Deaf victims also experienced more severe forms of abuse and were abused more frequently than hearing victims. However, hearing victims experienced the use of force during abuse more often than deaf victims. The difference in mental health status between the deaf and hearing groups was not statistically significantly different. However, the difference between the total deaf group and the total hearing group was statistically significant, the deaf group reporting more problems than the hearing group.