Teaching Literacy to Deaf and Hard of Hearing in Chile: Strategies From Educational Professional

• In Event: Intersectionalities

Abstract

Deaf and Hard of Hearing learners in Chile lack systematic data, and literacy instruction is inconsistent. This multiple-case qualitative study interviewed eight educational professionals (teachers and speech-language pathologists) working in deaf schools and inclusive regular schools to document strategies for teaching Spanish literacy to primary deaf students. Findings reveal reliance on Chilean Sign Language and teacher-created tools in deaf school settings, while Logogenia is emerging as a promising multisensory approach in personalized one-on-one tutoring. Variation exists in implementation and perceived outcomes. Professionals report shifts in instructional beliefs and identify structural resource gaps. Results highlight the need for coordinated professional development and publicly available supports to reduce inequities and strengthen scalable literacy practices for Deaf learners in Chile.

Author

• Angela Hinojosa, University of Florida