REMOTE LEARNING AS A SPACE FOR INCLUSION OF STUDENTS WITH HEARING IMPAIRMENTS WHO USE ASSISTIVE TECHNOLOGIES: CHALLENGES AND SOLUTIONS

ABSTRACT

The emergency shift to remote learning during the COVID-19 pandemic highlighted significant challenges in the inclusion of students with hearing impairments, particularly those who rely on assistive technologies and primarily use spoken language. The rapid transition to technology-mediated learning revealed structural and methodological gaps in providing inclusive education. This study aimed to investigate these difficulties and propose practical solutions through the development of a guidance booklet. The methodology was based on interviews with parents and guardians, structured according to the Checklist for the Reporting of Survey Studies (CROSS). The results indicate barriers such as difficulties in using devices, lack of adapted resources, the need for intensive family support, and schools’ limited familiarity with inclusive practices in virtual environments. The resulting booklet aims to guide educators and families in adopting effective strategies to promote the educational inclusion of students with hearing impairments in digital contexts

KEYWORDS:
Distance education methods; Hearing impairments; Inclusive Education; Educational strategies; Access to education.