Iniciación de la enseñanza de la Lengua de Señas Ecuatoriana para promover una inclusión educativa desde el subnivel inicial 2.

Abstract

Ecuadorian Sign Language (LSEC) in early education is uncommon practice of teachers and infants. This research search to start with the teaching of a new language to generate educational inclusion from early childhood. The Curricular Integration Work entitled: Initiation of LSEC teaching to promote educational inclusion from the initial sub-level 2, the general objective was to propose a pedagogical booklet that contributes to the teaching of LSEC, focused on the field of corporal expression and motor skills; the methodology focused on the case study, with a socio-critical paradigm and a qualitative approach, for data compilation, the techniques of participant observation and interview were used; three instruments were also applied: a question guide, field diaries and an observation guide. Three instruments were also applied: a question guide, field diaries and observation guide. The results that emerged from the research, were that teachers and infants do not know the LSEC to attend diversity in the classroom. In conclusion, this research shows the importance of putting LSEC teaching into practice from the first levels of education in order to build an inclusive and quality education.