Publicación: La especificidad de la lengua en la adaptación de textos en lectura fácil a alumnos con discapacidad intelectual
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2018-12-03
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info:eu-repo/semantics/openAccess
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El objeto de este trabajo es realizar un análisis sobre la utilización de una lengua u otra en los textos que se adapten para mejor comprensión del alumnado con discapacidad intelectual abordando los que se realicen en la técnica lectura fácil (incluyendo el lenguaje sencillo) y para todos los niveles de enseñanza. La herramienta lectura fácil va a ayudar a este colectivo en el logro de objetivos académicos marcados (a modo de apoyos) partiendo de la base de que es imposible asimilar conocimientos si no se comprende el contenido del texto. La inclusión de las personas con discapacidad tiene como fin eliminar barreras por lo que el idioma que se utilice no puede provocar una barrera más a un alumno con discapacidad intelectual. Se expone el caso concreto de optar por la utilización de la lengua castellana o galega cuando el alumno tiene como primera lengua una u otra. Se analiza qué barreras puede provocar el uso de una u otra así como soluciones para eliminarlas. La conclusión principal es que la utilización de herramientas innovadoras como la lectura fácil es un reflejo del apoyo al alumnado con necesidades educativas especiales, en concreto, los que tienen discapacidad intelectual, generando visibilidad de la diversidad educativa, obteniendo únicamente efectos positivos y beneficiosos para estos estudiantes siendo la lectura fácil un apoyo idóneo para este perfil de alumnado. La lengua empleada en las adaptaciones de textos debe ser la que utilizan los alumnos con discapacidad intelectual como primera lengua dado que no pueden generarse más barreras en su entorno (no discriminación y máxima integración) y siendo el fin último de esta técnica facilitar la comprensión.
The purpose of this work is making an analysis of the use of one language or another in the texts adapted for a better comprehension for students with intellectual disabilities, addressing the ones made by the easy-to-read technique (including easy language) and for every teaching level. The easy-to-read tool will help this group to achieve stated academic goals (as a support) assuming that is impossible to absorb knowledge without understanding the content of the text. The inclusion of people with disabilities has the intention of breaking barriers so the language used won’t build another barrier for a student with intellectual disabilities. The specific case of choosing the use of Castilian or Galician language when the student has the first or the latter as mother language is presented. The barriers the use of one or the other may provoke and the solutions to eliminate them are analysed. The main conclusion is that the use of innovative tools as easy-to-read is a reflection of the support for students with special educational needs, specially the ones with intellectual disabilities, creating visibility of educational diversity, obtaining only positive and beneficial effects for all these students, being easy-to-read a perfect support for this student profile. The language used in the text adaptations must be the one used by students with intellectual disabilities as first language since no more barriers should be built in their environment (no discrimination and maximal integration) and being the ultimate goal of this technique easing comprehension.
The purpose of this work is making an analysis of the use of one language or another in the texts adapted for a better comprehension for students with intellectual disabilities, addressing the ones made by the easy-to-read technique (including easy language) and for every teaching level. The easy-to-read tool will help this group to achieve stated academic goals (as a support) assuming that is impossible to absorb knowledge without understanding the content of the text. The inclusion of people with disabilities has the intention of breaking barriers so the language used won’t build another barrier for a student with intellectual disabilities. The specific case of choosing the use of Castilian or Galician language when the student has the first or the latter as mother language is presented. The barriers the use of one or the other may provoke and the solutions to eliminate them are analysed. The main conclusion is that the use of innovative tools as easy-to-read is a reflection of the support for students with special educational needs, specially the ones with intellectual disabilities, creating visibility of educational diversity, obtaining only positive and beneficial effects for all these students, being easy-to-read a perfect support for this student profile. The language used in the text adaptations must be the one used by students with intellectual disabilities as first language since no more barriers should be built in their environment (no discrimination and maximal integration) and being the ultimate goal of this technique easing comprehension.
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Categorías UNESCO
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lectura fácil, discapacidad intelectual, diversidad educativa, innovación educativa, inclusión, easy-to-read, intellectual disabilities, educational diversity, educational innovation
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Escuela Internacional de Doctorado
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