Inclusive pedagogical practices in virtual learning for students with hearing disabilities

Abstract

Inclusive education faces significant challenges for students with hearing impairments in virtual learning, especially in contexts with technological gaps and in traditionally in-person settings. The rapid transition to virtual learning, driven by the COVID-19 pandemic, highlighted challenges such as the lack of Salvadoran Sign Language (SSL) interpreters, limited teacher training in inclusive methodologies, and unequal access to technological resources. Through semi-structured interviews with teachers, students, administrators, and external professionals, along with non-participatory observations in virtual classes, both obstacles and inclusion strategies were identified. These include adapted visual materials, signed videos, subtitling, gamification, and personalized support, which strengthen student understanding and participation. Therefore, this article presents strategies and challenges, including best practices aimed at consolidating educational equity, promoting effective inclusion, and fostering the autonomy of students with hearing impairments in virtual environments.