<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672020000200139</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i21.758</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La inclusión de niños sordos en educación básica en una escuela de México mediante el diseño de recursos digitales]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusive education for deaf children in a Mexican Elementary school through digital tools design]]></article-title>
<article-title xml:lang="pt"><![CDATA[A inclusão de crianças surdas na educação básica em uma escola no México por meio do design de recursos digitais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trejo Muñoz]]></surname>
<given-names><![CDATA[Paloma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Pérez]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>21</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672020000200139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672020000200139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672020000200139&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La gran variedad de situaciones a las que se enfrentan las personas sordas desde el nacimiento las ha llevado a diferentes tipos de escolarización. El sistema educativo mexicano ha generado diversos procesos de inclusión educativa sustentados en los derechos de los individuos. Entre las ofertas educativas a nivel básico, en el estado de Querétaro, en la extensión del Instituto Queretano Marista (EIQM), se ha iniciado un estilo de inclusión a través de la lengua de señas mexicana (LSM) y la enseñanza de español. El objetivo de esta investigación fue diseñar y aplicar una herramienta digital para la enseñanza del español de los alumnos sordos en educación básica. El trabajo se realizó en cuatro fases utilizando la investigación basada en el diseño (IBD). La primera fase estuvo enfocada al análisis de problemas, la segunda consistió en el desarrollo de soluciones e innovaciones tecnológicas que pudieran favorecer la enseñanza de español, la tercera consistió en la aplicación de las soluciones de forma iterativa (es decir, a modo de prueba y error) y la última fase permitió enmarcar los principios de diseño acordes a las necesidades del alumnado. El desarrollo de los recursos digitales incluyó la realización de animaciones 2D, videos y juegos. El equipo de profesionales estuvo conformado por intérpretes educativos, personas sordas y profesores de grado. Los primeros resultados obtenidos demuestran cómo las herramientas digitales son complementos que se aplican en el aula para favorecer los procesos de aprendizaje del alumnado sordo y un acompañamiento a profesores y tutores para la enseñanza de la lengua española. La investigación expone que las herramientas digitales basadas en el juego, recursos visuales y kinestésicos, así como la evaluación procesual favorecen la atención y la repetición para la comprensión de la segunda lengua en alumnos sordos. La investigación demuestra que no solo la tecnología, sino también la cultura pueden ofrecer oportunidades para el aprendizaje de las personas sordas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The wide variety of life issues that deaf people face from birth has led them to different types of schooling. The Mexican Educational System has made different processes of inclusive education based on individuals&#8217; rights. Among the educational offerings at elementary school, in the State of Querétaro, specifically at the Extensión del Instituto Queretano Marista (EIQM), an inclusive education type has been introduced through the Mexican Sign Language (LSM) and the teaching of Spanish language. The research objective was to design and apply a digital tool for teaching Spanish to deaf students in Elementary School. The research was conducted in four phases using Design Based Research (IBD). The first phase focused on problem analysis, the second phase consisted of developing solutions and technological innovations that could favor the teaching of Spanish, the third phase was based on the application of solutions in an iterative way, that is, on an experimental basis, the fourth phase allowed framing the design principles according to the needs of the students. The development of digital resources included making 2D animations, videos, and games. The team of professionals included educational interpreters, deaf people and teachers. Digital tools are not the whole of teaching, but a classroom complement and a supplement for teachers and tutors. The research shows that digital game-based tools, visual and kinesthetic resources, as well as procedural evaluation favor attention and repetition for the understanding of the second language in deaf students. Research shows that not only technology, but culture can expand learning opportunities for deaf people.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A grande variedade de situações que os surdos enfrentam desde o nascimento os leva a diferentes tipos de escolaridade. O sistema educacional mexicano gerou diversos processos de inclusão educacional baseados nos direitos das pessoas. Entre as ofertas educacionais de nível básico, no estado de Querétaro, na extensão do Instituto Queretano Marista (EIQM), iniciou-se um estilo de inclusão por meio da língua de sinais mexicana (LSM) e do ensino do espanhol. O objetivo desta pesquisa foi projetar e aplicar uma ferramenta digital para o ensino de espanhol para alunos surdos na educação básica. O trabalho foi realizado em quatro fases usando pesquisa baseada em design (IBD). A primeira fase foi focada na análise de problemas, a segunda consistiu no desenvolvimento de soluções e inovações tecnológicas que pudessem favorecer o ensino do espanhol, a terceira consistiu na aplicação das soluções de forma iterativa (ou seja, como um teste e erro) e a última fase permitiu enquadrar os princípios de design de acordo com as necessidades dos alunos. O desenvolvimento de recursos digitais incluiu a realização de animações 2D, vídeos e jogos. A equipe de profissionais era composta por intérpretes pedagógicos, surdos e professores universitários. Os primeiros resultados obtidos demonstram como as ferramentas digitais são complementos que se aplicam em sala de aula para favorecer os processos de aprendizagem de alunos surdos e apoiar professores e tutores para o ensino da língua espanhola. A pesquisa mostra que ferramentas digitais baseadas em recursos lúdicos, visuais e cinestésicos, bem como avaliação processual, favorecem a atenção e a repetição para a compreensão da segunda língua em alunos surdos. A pesquisa mostra que não apenas a tecnologia, mas também a cultura podem fornecer oportunidades de aprendizagem para pessoas surdas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
<kwd lng="es"><![CDATA[investigación basada en el diseño]]></kwd>
<kwd lng="es"><![CDATA[niños sordos]]></kwd>
<kwd lng="es"><![CDATA[recursos digitales]]></kwd>
<kwd lng="en"><![CDATA[elementary school]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[design based reseach]]></kwd>
<kwd lng="en"><![CDATA[deaf children]]></kwd>
<kwd lng="en"><![CDATA[digital tools]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa baseada em design]]></kwd>
<kwd lng="pt"><![CDATA[crianças surdas]]></kwd>
<kwd lng="pt"><![CDATA[recursos digitais]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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