Preparatory components for university inclusion of students with deafness in graphic design of the USAC.

Abstract

Currently, EDG has deaf students in its classrooms, but is not prepared as a school to serve them properly. This has generated communication difficulties in students and institutional staff, as well as in teaching-learning processes. This motivated the investigation of initial actions to know how to make its curriculum more inclusive, through bibliographical approaches and interviews with people and institutions specialized in special education topics, made between January and June of 2016. With this, to propose a basic system of Improvements of the elements and current curricular subjects in the Degree in Graphic Design, last described in this article as synthesis of what the school should focus to achieve its purpose of inclusion. You consider the institutional and social utility and the largely documentary nature of this content, which highlights the constitutional and organizational mandates that support all efforts to ensure education for all people. Some experiences external to Guatemala are referenced —none specific for the discipline— and reference is made to the reconsideration of disability, inclusion, normality, mono and bilingualism, among others, as a first institutional step; the curricular actors are presented with general suggestions of roles, pre-university implementations with recommendations of leaders and some orientations at educational level like theory, techniques, primordial competences and focal variables of the evaluation. The epilogue is a synthesis of this content, even extracted from the original report of investigation. These corpus should be valued as guiding guidelines for the formal planning of curricular changes in the aforementioned career, but moldable, flexible, expandable and under the sole decision and responsibility of the academic authorities of the institution.