La transición al mundo laboral de los jóvenes con deficiencias auditivas

  1. Miguel Díaz, Francisco Mario de 1
  2. Pereira González, Marisa 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Revista Española de Orientación y Psicopedagogía

ISSN: 1139-7853,  1989-7448

Año de publicación: 2001

Volumen: 12

Número: 22

Páginas: 247-281

Tipo: Artículo

DOI: 10.5944/REOP.VOL.12.NUM.22.2001.11350 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Española de Orientación y Psicopedagogía

Resumen

Este artículo forma parte de una investigación más amplia sobre los procesos de inserción laboral de los jóvenes con deficiencias auditivas. En él presentamos las principales conclusiones del análisis do-cumental que efectuamos sobre las investigaciones y estudios realizados sobre personas con proble-mas auditivos y sus dificultades de inserción sociolaboral. En primer lugar, clarificamos la termino-logía que se utiliza en este campo, abordamos el tema de la clasificación de las deficiencias auditivas y nos referimos también a la incidencia de este problema. Posteriormente nos centramos en la investi-gación sobre personas con problemas auditivos: 1) las dificultades asociadas a las deficiencias auditi-va; 2) la relevancia de la formación de estas personas; 3) la necesidad de apoyo y orientación para el trabajo; 4) las principales opciones vinculadas a la comunicación y a la integración; 5) la sensibiliza-ción de la población ante las dificultades auditivas y 6) la significatividad de las nuevas tecnologías para este colectivo. Para terminar, detallamos las recomendaciones que deben tenerse en cuenta al for-mar o trabajar con personas que tienen problemas auditivos.

Referencias bibliográficas

  • Aguado, A. L. (1995): Historia de las deficiencias. Madrid, Escuela Libre Editorial.
  • Alvira Martín, F., Cruz Chust, A., Blanco Moreno, F. (2000): Los problemas, necesidades y demandas de la población con discapacidad auditiva en España: una aproximación cualitativa. Madrid, Ministerio de Trabajo y Asuntos Sociales, Observatorio de la Discapacidad.
  • Anderson, G. B., McGEE, S. (1998): Creating School to Work lnitiatives for Deaf Students, Perspectives in Education and Deafness, 16 (5), 4-7.
  • Allen, T. E. (1992): Subgroup Differences in Educational Placement for Deaf and Hard of Hearing Students, American Annals of the Deaf, 137 (5), 381-388.
  • Backenroth, G. A. M. (1995): Deaf People's Perception of Social lnteraction in Working Life, International Journal of Rehabilitation Research, 18 (1), 76-81.
  • Backenroth, G. A. M. (1997): Deaf employess' Empowerment in Two Different Communication Environments, International Journal of Rehabilitation Research, 20 (4), 417-419.
  • Bullis, M., Reiman, J. (1992): Development and Preliminary Psychometric Properties of the Transition Competence Battery for Deaf Adolescents and Young Adults, Exceptional Children, 59 (1), 12-26.
  • Busby, H. R., Danek, M. M. (1998): Transition: Principles, Policy, and Premises, Perspectives, Education and Deafness, 16 (5), 8-11.
  • Cambra, C.: A Comparative Study of Personality Descriptors Attributed to the Deaf, the Blind and ln- dividuals with no Sensory Disability, American Annals of the Deaf, 141 (1) (1996), 24-28.
  • Cohen, O. P., Ed. (1995): The Adverse lmplications of Full lnclusion for Deaf Students. New-York. lnternational Congress on Education of the Deaf.
  • Comision Europea (1996): Helios II. Guía Europea de Buena Práctica. Hacia la igualdad de oportunidades de las personas discapacitadas. Bruselas, Oficina de Publicaciones de las Comunidades Europeas, 1996.
  • Congress of the U.S.(1992): Field Hearing on Rehabilitation. Services and Education of the Deaf Programs. Washington, House Committee on Education and Labor.
  • Dabbs, C. (1991): Meeting Multiple Challenges: To Work, To Study, and To Succeed, Perspectives in Education and Deafness, 10 (1), 10-11.
  • De Miguel, M., Pereira, M., Portilla, A., Rivas, A., Valdivieso, M. J. (2000): Necesidades y problemas de la población con deficiencias auditivas en el proceso de integración en el mundo laboral.La realidad en Asturias. Oviedo, Servicio de Publicaciones de la Universidad de Oviedo.
  • DeGraw, C. E., Stroud, L. H (1993): The Macintosh Computer: A Link between Work and the Disabled Worker. Virginia, American Vocational Association Convention.
  • Downie, M., Moore, P. (1998): Closing the Gap: Schools Forge a Bridge to Community- In California, Comprehensive Services and Realistic Planning. Perspectives in Education and Deafness, 16 (5), 15-16.
  • El-Khiami, A. (1993): Employment transition and Establishing Careers by Postsecondary Alumni with Hearing Loss, Volta Review, 95 (4), 357-366.
  • Flórez García, M. A., González González, I., Santos González, A. M., Alcedo Rodríguez, M. A., Aguado Díaz, A. L. (1998): Las personas con deficiencia auditiva, El formador ante la discapacidad. Manual para profesionales. Avilés, Fondo-Formación Asturias, Principado de Asturias.
  • Gateway Technical Institute (1993): Access: Special Instructional Support Services. A Faculty Hand-book. Wisconsin, Gateway Technical Inst.
  • Galvin, J. C., Scherer, M. J. (1996): Evaluating, Selecting and Using Appropriate Assistive Technology. Maryland, Aspen Publishers.
  • Gilliam, J., Easterbrooks, S. (1997): Educating Children Who Are Deaf or Hard of Hearing: Residential Life, ASL, and Deaf Culture. Washington, Office of Educational Research and Improvement.
  • Gregory, S.(1992): The Language and Culture of Deaf People: Implications for Education, Language and Education, 6 (2-4), 183-97.
  • Grupo de investigación y apoyo a la educación de las personas sordas (1998): Situación educativa de las personas sordas en Aragón. Zaragoza, CPR de La Almunia de Doña Godina.
  • Hefu, R. Getty, L (1993): Overcoming Difficulties Experienced in the Work Place by Employees with Occupational Hearing Loss, Volta Review, 95 (4), 391-402.
  • Herrés, H. (1982): Estudio sobre la Educación de Niños y Adolescentes Sordos. Barcelona, Médica y Técnica.
  • Hintermair, M. (2000): Children Who Are Hearing Impaired with Additional Disabilities and Related Aspects of Parental Stress, Exceptional Children, 66 (3), 327-332.
  • Hites, J. (1994): On Being Hearing Impaired in the Work place, Performance and Instruction, 33 (5), 10-12.
  • Hutchins, P. (1996) Rosie's Walk: Sign Language CD-ROM. Texas, Texas School for Deaf. IMSERSO (1999): Glosario de Términos. http://www.mtas.99.
  • INSERSO (1996): Plan de Acción para las Personas con Discapacidad (1997-2002). Madrid, Ministerio de Trabajo y Asuntos Sociales.
  • Instituto Nacional de Estadística (1987): Encuesta sobre deficiencias, discapacidades y minusvalías. Madrid, I.N.E., 1987.
  • Jaitly, M., Sims, N. (1998): Closing the Gap: Schools Forge a Bridge to Community- In Colorado: Pathership With Community College Enables Students' Successful Transitions, Perspectives in Education and Deafness, 16 (5), 14.
  • Klee y otros (1994): A Kentucky Response to the ADA, Training and Development, 48 (4), 48-49.
  • Kolvitz, M., Ed. (1996): Focusing on Staff Development and Administrative Issues. Tennessee. Biennial Conference on Postsecundary Education for Persons Who Are Deaf or Hard of Hearing.
  • Kolvitz, M., Ed. (1996): Focusing on Non-Traditional and Underserved Students. Tennessee. Biennial Conference on Postsecundary Education for Persons Who Are Deaf or Hard of Hearing.
  • Kolvitz, M., Ed. (1996): Developing Career Planning and Placement Strategies. Tennessee. Biennial Conference on Postsecundary Education for Persons Who Are Deaf or Hard of Hearing.
  • Lam, K. H. y otros (1994): Young Deaf Adults and the Transition from High School to Postsecondary Careers. Washington D.C., Gallaudet Research Institute Occasional.
  • Long, G., Clark, D. A. (1993): Defining Traditionally Underserved Persons who are Deaf. Washington, National Institute on Disability and Rehabilitation Research.
  • Mackie, A. (1993): Manual visual Communication in Adult Education: A Case Study Analysis, Australian Journal of Adult and Community Education, 33 (2), 122-132.
  • Mason, D. G. (1994): Bilingual/Bicultural Deaf Education Is Appropriate. Occasional Monograph Series, Number 2. Toronto (Ontario), York University.
  • Mason, D. G. (1997): Mainstream Education And Deaf Students, CAEDHH-Journal La Revue ACESM, 23 (2-3), 95-118.
  • McBain, S., Phillips Jones, L. (1985): Enhance Understanding of Individuals with Disabilities. Columbus, The National Center for Research in Vocational Education.
  • McLeod, G., Gallinger, J. E. (1992): The Career Status of Deaf Women: A Comparative Look, American Annals of the Deaf, 137 (4), 315-325.
  • Ministerio de Trabajo y Asuntos Sociales (2000): Guía Laboral y de Asuntos Sociales 2000. Madrid, MTAS.
  • Minnett, A. y otros (1994): Play Behavior and Communication between Deaf and Hard of Hearing Children and their Hearing Peers in an Integrated Preschool, American Annals of the Deaf, 139 (4), 420-429.
  • Minnesota University (1997): Project Forward. School to Work Outreach Project 1997 Exemplary Model/Practice/Strategy. Minnesota, Minneapolis Institute on Community Integration.
  • Minnesota University (1998): Career Help at Overbrook for Individuals who Choose Employment. School to Work Outreach Proyect 1998 Exemplary. Minnesota, Minneapolis Institute on Commu- nity Integration.
  • Mowry, R. L., Anderson, G. B. (1993): Deaf Adults Tell Their Stories: Perspectives on Barriers to Job Advancement and On-the-Job Accommodations, Volta Review, 95 (4), 367-377.
  • Musselman, C. y otros (1996): The social Adjustment of Deaf Adolescents in Segregated, Partially Integrated and Mainstreamed Settings, Journal of Deaf Studies and Deaf Education, 1 (1), 52-63.
  • Nathanson, J. H. (1991): Postsecondary Education for Individuals with Disabilities, OSERS-News, 4 (1).
  • NCDA(1993): Career Development: A Policy Statement of the 1992-1993 Board of Direction. Alexandria, VA, National Career Development Association.
  • Nowell, R., Innes, J. (1997): Educating Children Who Are Deaf or Hard of Hearing: Inclusion. Eric Digest # 557. Washington, Office of Educational Research and Improvement.
  • Observatorio de la discapacidad (1999): Empleo y Discapacidad, MINUSVAL, 11-18.
  • Olson, J. R. (1992): The Garden Cafe: An Experiment in Vocational Education in the Philippines, American Annals of the Deaf, 137 (3), 283-287.
  • Organización Mundial de la Salud (1994): Clasificación internacional de deficiencias, discapacidades y minusvalías. Manual de clasificación de las consecuencias de la enfermedad. Madrid, INSERSO. (2ª edición).
  • Paton, J. H. (1996): Living and Working with a Central Auditory Processing Disorder (CAPD). California, http://www.Ldonline.org.
  • Pereda, C., De Prada, M. A., Actis, W., Santamarina, C., Camas, V. (1998): Discapacidad y trabajo en España. Estudio de los procesos de inclusión y exclusión social de las personas con discapacidad. Madrid, Ministerio de Trabajo y Asuntos Sociales.
  • Reiman, J. y otros (1992): Assessment, Intervention, and Program Needs of Lower Achieving and Multiply Disabled Deaf People Requiring Extended Transition Support. Illinois, Delkalb.
  • Resa, S. (1999): Las personas sordas, por la educación bilingüe, Minusval, (118), 64-65.
  • Ryall, G. (1993): Literacy for Deaf People Seeking Employment, TESL-Talk, 21 (1), 48-55.
  • Schildroth, A. y otros (1991): Deaf students In Transition: Education and Employment Issues for deaf Adolescents, Volta Review, 93 (5), 41-53.
  • Schoroedel, J. (1992): Helping Adolescents and Young Adults Who Are Deaf Make Career Decisions, Volta Review, 94 (1), 37-46.
  • Schulte, E., Ed. (1995): Technical Education for Deaf Students around the World at College/University Level: The German Example. German, Annual Meeting of the International Congress on Education.
  • Spencer, P. y otros (1994): Communicative Interactions of Deaf and Hearing Children in a Day Care Center: An Exploratory Study, American Annals of the Deaf, 139 (5), 512-518.
  • Stewart, D. A. y otros (1991): Using Instructional Design Principles to Procedure an IVD to Enhance the Linguistic Environment of Deaf Children, Journal of Special Education Technology, 11 (3),121-135.
  • Stewart, D. A. y otros (1996): Support for Language and Communication, Perspectives in Education and Deafness, 14 (3), 11-17.
  • Takala, M. (1995): The Say I'm Stupid, but I Just Don't Hear: Hearing Impaired Adults view of Finish Society. Research Report 142. Finland, Helsinki University.
  • Texas Higher Education Coordinating Board (1994): Realtime Training: Refinement/Implementation/Marketing Final Report. Austin, Texas. Texas Higher Education Coordinating Board.
  • Thompson, A. R., Bethea, L. L., Rizer, H. F. (1998): Students with Disabilities and Assistive Techno- logy: A Desk Reference Guide. Hutto, M.D. Mississippi, Mississippi State Departament of Reha- bilitation Services.
  • Tucker, B. (1993): Deafness:1993-2013 The Dilema, Volta-Review, 95 (2), 105-108.
  • Vialle, W., Paterson, J. (1996): Constructing a Culturally Sensitive Education for Gifted Deaf Students. Australia, Conference of the Australian for the Education of the Gifted and Talented.
  • Warick, R. (1994): Jones Memorial Lecture in Deafness between Two Worlds: A Hard of Hearing Perspective, ACEHI-Journal Revue ACEDA, 20 (1-2), 49-57.
  • Woodrick, W. E., Wolfe, V. L., Ed. (1995): The PEC (Postsecondary Education Consortium) Salutes Success. Tennessee, Postsecondary Education Consortium.
  • Zahn, S. B., Kelly, L. (1995): Changing Attitudes about Employability of the Deaf and Hard of Hearing, American Annals of the Deaf, 140 (5), 381-385.
Fuente de los datos: Dialnet