Palabras clave
educación de alumnado sordo en España
éxito educativo de alumnos con sordera
empleo de personas con sordera
derechos sociales de personas con discapacidad
estudios de discapacidad
éxito educativo de alumnos con sordera
empleo de personas con sordera
derechos sociales de personas con discapacidad
estudios de discapacidad
Resumen
En este artículo utilizo una metodología sociológica cuantitativa para valorar la equidad del sistema educativo español respecto a los estudiantes y las estudiantes con sordera. Doy cuenta del número de alumnos con dificultad auditiva[1] en el sistema educativo español, comparo este alumnado con el alumnado en general en dos aspectos concretos: el tiempo que necesitan para completar su proceso educativo y el título que adquieren al acabarlo. Asimismo, comparo los resultados de España con los de otros estados europeos. También abordo su transición al mercado laboral, las tasas de empleo y los porcentajes de sus ingresos mensuales. En especial, considero la situación laboral de mujeres con sordera.
Citas
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Arsenjeva, J. y Waddington, L. (2014): Annotated Review of European Law and Policy with Reference to Disability: Synthesis Report for the Academic Network of European Disability Experts, The Academic Network of European Disability Experts (ANED).
Conrad, R. (1979): The Deaf School Child, London: Harper and Row.
Cruickshanks, K. J., Wiley, T. L. y Tweed, T. S. (1998): “Prevalence of Hearing Loss in Older Adults in Beaver Dam, Wisconsin: The Epidemiology of Hearing Loss Study”. American Journal of Epidemiology, 148 (9): 879–886.
European Commission (2010): EU Labour force survey: Explanatory notes (to be applied from 2012Q1 onwards).
EUROSTAT (2012): Labour force survey in the EU, candidate and EFTA countries: Main characteristics of national surveys, 2011, Bruselas: European Comission.
EUROSTAT (2011): Statistics Explained: Glossary, Bruselas: Comisión Europea.
Ferjan Ramirez, N., Leonard, M. K., Torres, C., Hatrak, M., Halgren, E., y Mayberry, R. I. (2016): “Neural Language Processing in Adolescent First-Language Learners: Longitudinal Case Studies in American Sign Language”. Cereb Cortex, 26(3):1015-26.
Fernández Viader, M. P. y Fuentes, M. (2004): “Education of Deaf Students in Spain: Legal and Educational Politics Developments”. Journal of Deaf Studies and Deaf Education, 9 (3): 327-332.
Fujiura, G. T. y Rutkowski-Kmitta, V. (2012): “Counting Disability”. En Albrecht, G. L., Seelman, K. y Bury, M. (eds.): Handbook of Disability Studies, pp. 69-96. Routledge: Abingdon and New York.
Higgins, P. (1980): Outsiders in a Hearing World: a Sociology of Deafness. Newbury Park, London, New Delhi: Sage.
Ianes, D. (2016): La diagnosi funzionale secondo l’ICF: Il modello OMS, le aree e gli strumenti, Trento: Erickson.
Instituto Nacional de Estadística (2008). Encuesta sobre Discapacidades, Autonomía personal y situaciones de Dependencia. INE.
Ladd, P. (1988): “Hearing impaired or British Sign Language Users? Social Policies and the Deaf Community.” Disability, Handicap and Society, 3(2).
Jenaro, C. y Verdugo, M. A. (2017): ANED country report on social protection and Article 28: Spain, Human European Consultancy, University of Leeds.
Jenaro, C., Verdugo, M. A. y Campo, M. (2011): Academic Network of European Disability Experts Country profile.
Leonard, M.K., Ferjan Ramirez, N., Torres, C., Travis, K., Hatrak, M., Mayberry, R. I., y Halgren, E. (2012): “Signed Words in the Congenitally Deaf Evoke Typical Late Lexico-semantic Responses with no Early Visual Responses in Left Superior Temporal Cortex.” Journal of Neuroscience, 32 (28): 9700-9705.
Marchesi, Á.(1987): El desarrollo cognitivo y lingüístico de los niños sordos, Madrid: Alianza.
Mayberry, R. (2009): “Early Language Acquisition and Adult Language Ability: What Sign Language Reveals about the Critical Period for Language”. En Marschark, M., Spencer, P. (eds.): Oxford Handbook of Deaf Studies, vol. 2: Language and Education. New York: Oxford University Press.
Mayberry, R. (2007): “When Timing is Everything: Age of First-language Acquisition Effects on Second-language Learning”. Applied Psycholinguistics, 28: 537-549.
Mayberry, R. I., Chen, J-K., Witcher, P., y Klein, D. (2011): “Age of Acquisition Effects on the Functional Organization of Language in the Adult Brain.” Brain and Language, 119: 16-29.
Mayberry, R. I. y Eichen, E. B. (1991): “The Long-lasting Advantage of Learning Sign Language in Childhood: Another Look at the Critical Period for Language Acquisition.” Journal of Memory and Language, 30: 486-512.
Mayberry, R. I., Lock, E., Kazmi, H. (2002): “Linguistic ability and early language exposure”. Nature, 417: 38.
Ministerio de Educación, Cultura y Deporte (2017ª): Estadística de las enseñanzas no universitarias: Alumnado con necesidad específica de apoyo educativo curso 2015-2016, MECD.
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Mischi, F. (2007): “La pedagogia speciale in Spagna.” In Lascioli, A. (ed.): Pedagogia speciale in Europa: problematiche e stato della ricerca, pp. 87-176. Milano: Franco Angeli.
Naciones Unidas (2006): Convención sobre los derechos de las personas con discapacidad, New York.
Newport, E. (1990): “Maturational Constraints on Language Learning”. Cognitive Science, 14: 11-28.
Organización Mundial de la Salud y Organización Panamericana de la Salud (2001): CIF, Clasificación Internacional del Funcionamiento, de la Discapacidad y de la Salud, OMS.
Pereda, C., de Prada, M. A. y Actis, W. (2012): Discapacidades e inclusión social, Barcelona: Obra La Caixa.
Plaza Pust, C. y Morales López, E. (eds.) (2008): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, Amsterdam: John Benjamins.
Priestley, M. (2016): European Semester 2015/2016 Report on Disability. European Union Overview, ANED.
Oliver, M. (1996): Understanding Disability: From Theory to Practice, New York: Palgrave Macmillan.
Ravaud, J. F. y Stiker, H. (2001): “Inclusion/Exclusion: An Analysis of Historical and Cultural Meanings.” En Albrecht, G. L., Seelman, K. D. y Bury, M. (eds.): Handbook of Disability Studies, pp. 490-512. Thousands Oaks, CA: Sage.
Reyneri, E. (2011): Sociologia del mercato del lavoro, Bologna: Il Mulino.
Torres, B. (2016): La sordesa: del gest a la paraula, Barcelona: Publicacions de l’Arxiu Històric de les Ciències de la Salut. Col•legi de Metges de Barcelona.
Trovato, S. (en prensa): “A sociological Perspective on Deaf Education in Europe”. En Organization, Successes and Good Practices.
Trovato, Sara (2014): Insegno in segni: Linguaggio, cognizione, successo scolastico per gli studenti sordi, Milano: Raffaello Cortina.
Trovato, S. (2013): “Stronger Reasons for the Right to Sign Languages”. Sign Language Studies, 13 (3): 401-422.
Trovato, S. (2009): “Bambini non udenti nella scuola dell’infanzia”. Insegnare: Rivista del Centro di iniziativa democratica degli Insegnanti, 1: 21-25.
UNESCO (1997): ISCED Mappings.
Verdugo, M. A., y Jenaro, C. (2017): “European Semester 2016/2017 country fiche on disability.” Human European Consultancy, University of Leeds.
Verdugo, M. A., Jenaro, C. y Campo, M. (2011): “Report on the Employment of Disabled People in European Countries. Spain” Human European Consultancy, University of Leeds.
Verdugo, M. A., Jenaro, C. y Campo, M. (2010): “ANED Country Report on Equality of Educational and Training Opportunities for Young Disabled People. Spain” Human European Consultancy, University of Leeds.
Verdugo, M. A., Jenaro, C. y Campo, M. (2009): “ANED Country Report on the Implementation of Policies Supporting Independent Living for Disabled People. Spain.” Human European Consultancy, University of Leeds.
Arsenjeva, J. y Waddington, L. (2014): Annotated Review of European Law and Policy with Reference to Disability: Synthesis Report for the Academic Network of European Disability Experts, The Academic Network of European Disability Experts (ANED).
Conrad, R. (1979): The Deaf School Child, London: Harper and Row.
Cruickshanks, K. J., Wiley, T. L. y Tweed, T. S. (1998): “Prevalence of Hearing Loss in Older Adults in Beaver Dam, Wisconsin: The Epidemiology of Hearing Loss Study”. American Journal of Epidemiology, 148 (9): 879–886.
European Commission (2010): EU Labour force survey: Explanatory notes (to be applied from 2012Q1 onwards).
EUROSTAT (2012): Labour force survey in the EU, candidate and EFTA countries: Main characteristics of national surveys, 2011, Bruselas: European Comission.
EUROSTAT (2011): Statistics Explained: Glossary, Bruselas: Comisión Europea.
Ferjan Ramirez, N., Leonard, M. K., Torres, C., Hatrak, M., Halgren, E., y Mayberry, R. I. (2016): “Neural Language Processing in Adolescent First-Language Learners: Longitudinal Case Studies in American Sign Language”. Cereb Cortex, 26(3):1015-26.
Fernández Viader, M. P. y Fuentes, M. (2004): “Education of Deaf Students in Spain: Legal and Educational Politics Developments”. Journal of Deaf Studies and Deaf Education, 9 (3): 327-332.
Fujiura, G. T. y Rutkowski-Kmitta, V. (2012): “Counting Disability”. En Albrecht, G. L., Seelman, K. y Bury, M. (eds.): Handbook of Disability Studies, pp. 69-96. Routledge: Abingdon and New York.
Higgins, P. (1980): Outsiders in a Hearing World: a Sociology of Deafness. Newbury Park, London, New Delhi: Sage.
Ianes, D. (2016): La diagnosi funzionale secondo l’ICF: Il modello OMS, le aree e gli strumenti, Trento: Erickson.
Instituto Nacional de Estadística (2008). Encuesta sobre Discapacidades, Autonomía personal y situaciones de Dependencia. INE.
Ladd, P. (1988): “Hearing impaired or British Sign Language Users? Social Policies and the Deaf Community.” Disability, Handicap and Society, 3(2).
Jenaro, C. y Verdugo, M. A. (2017): ANED country report on social protection and Article 28: Spain, Human European Consultancy, University of Leeds.
Jenaro, C., Verdugo, M. A. y Campo, M. (2011): Academic Network of European Disability Experts Country profile.
Leonard, M.K., Ferjan Ramirez, N., Torres, C., Travis, K., Hatrak, M., Mayberry, R. I., y Halgren, E. (2012): “Signed Words in the Congenitally Deaf Evoke Typical Late Lexico-semantic Responses with no Early Visual Responses in Left Superior Temporal Cortex.” Journal of Neuroscience, 32 (28): 9700-9705.
Marchesi, Á.(1987): El desarrollo cognitivo y lingüístico de los niños sordos, Madrid: Alianza.
Mayberry, R. (2009): “Early Language Acquisition and Adult Language Ability: What Sign Language Reveals about the Critical Period for Language”. En Marschark, M., Spencer, P. (eds.): Oxford Handbook of Deaf Studies, vol. 2: Language and Education. New York: Oxford University Press.
Mayberry, R. (2007): “When Timing is Everything: Age of First-language Acquisition Effects on Second-language Learning”. Applied Psycholinguistics, 28: 537-549.
Mayberry, R. I., Chen, J-K., Witcher, P., y Klein, D. (2011): “Age of Acquisition Effects on the Functional Organization of Language in the Adult Brain.” Brain and Language, 119: 16-29.
Mayberry, R. I. y Eichen, E. B. (1991): “The Long-lasting Advantage of Learning Sign Language in Childhood: Another Look at the Critical Period for Language Acquisition.” Journal of Memory and Language, 30: 486-512.
Mayberry, R. I., Lock, E., Kazmi, H. (2002): “Linguistic ability and early language exposure”. Nature, 417: 38.
Ministerio de Educación, Cultura y Deporte (2017ª): Estadística de las enseñanzas no universitarias: Alumnado con necesidad específica de apoyo educativo curso 2015-2016, MECD.
Ministerio de Educación, Cultura y Deporte (2017b): Sistema estatal de indicadores de la educación: Edición 2017, MECD.
Mischi, F. (2007): “La pedagogia speciale in Spagna.” In Lascioli, A. (ed.): Pedagogia speciale in Europa: problematiche e stato della ricerca, pp. 87-176. Milano: Franco Angeli.
Naciones Unidas (2006): Convención sobre los derechos de las personas con discapacidad, New York.
Newport, E. (1990): “Maturational Constraints on Language Learning”. Cognitive Science, 14: 11-28.
Organización Mundial de la Salud y Organización Panamericana de la Salud (2001): CIF, Clasificación Internacional del Funcionamiento, de la Discapacidad y de la Salud, OMS.
Pereda, C., de Prada, M. A. y Actis, W. (2012): Discapacidades e inclusión social, Barcelona: Obra La Caixa.
Plaza Pust, C. y Morales López, E. (eds.) (2008): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, Amsterdam: John Benjamins.
Priestley, M. (2016): European Semester 2015/2016 Report on Disability. European Union Overview, ANED.
Oliver, M. (1996): Understanding Disability: From Theory to Practice, New York: Palgrave Macmillan.
Ravaud, J. F. y Stiker, H. (2001): “Inclusion/Exclusion: An Analysis of Historical and Cultural Meanings.” En Albrecht, G. L., Seelman, K. D. y Bury, M. (eds.): Handbook of Disability Studies, pp. 490-512. Thousands Oaks, CA: Sage.
Reyneri, E. (2011): Sociologia del mercato del lavoro, Bologna: Il Mulino.
Torres, B. (2016): La sordesa: del gest a la paraula, Barcelona: Publicacions de l’Arxiu Històric de les Ciències de la Salut. Col•legi de Metges de Barcelona.
Trovato, S. (en prensa): “A sociological Perspective on Deaf Education in Europe”. En Organization, Successes and Good Practices.
Trovato, Sara (2014): Insegno in segni: Linguaggio, cognizione, successo scolastico per gli studenti sordi, Milano: Raffaello Cortina.
Trovato, S. (2013): “Stronger Reasons for the Right to Sign Languages”. Sign Language Studies, 13 (3): 401-422.
Trovato, S. (2009): “Bambini non udenti nella scuola dell’infanzia”. Insegnare: Rivista del Centro di iniziativa democratica degli Insegnanti, 1: 21-25.
UNESCO (1997): ISCED Mappings.
Verdugo, M. A., y Jenaro, C. (2017): “European Semester 2016/2017 country fiche on disability.” Human European Consultancy, University of Leeds.
Verdugo, M. A., Jenaro, C. y Campo, M. (2011): “Report on the Employment of Disabled People in European Countries. Spain” Human European Consultancy, University of Leeds.
Verdugo, M. A., Jenaro, C. y Campo, M. (2010): “ANED Country Report on Equality of Educational and Training Opportunities for Young Disabled People. Spain” Human European Consultancy, University of Leeds.
Verdugo, M. A., Jenaro, C. y Campo, M. (2009): “ANED Country Report on the Implementation of Policies Supporting Independent Living for Disabled People. Spain.” Human European Consultancy, University of Leeds.