Abstract

MERIZALDE VERA, Alex Leonel; AGUIRRE VARGAS, Isabel Cecilia  and  JARAMILLO JIMBO, Juan Gabriel. Bimodal Communication to Strengthen Syntactic Structuring in Students with Hearing Disabilities. Rev. Sci. [online]. 2025, vol.10, n.36, pp.125-143.  Epub Jan 12, 2026. ISSN 2542-2987.  https://doi.org/10.29394/scientific.issn.2542-2987.2025.10.36.6.125-143.

Students with hearing disabilities face significant difficulties in syntactic structuring due to differences between Spanish and Ecuadorian Sign Language, which limits their writing development. This study aimed to design an activity system based on bimodal communication to strengthen syntactic structuring in fifth-grade students with hearing disabilities. A qualitative approach with a group case study method was employed, working with 5 students aged 9-10 years. The methodology included participant observation, field diary, semi-structured interviews, and pedagogical tests. The system was structured in three sequential phases implemented over 12 weeks: alphabet learning, vocabulary increase, and grammatical structuring. Results showed that all students progressed from their initial levels, with 4 out of 5 students achieving alphabetic recognition, and 3 out of 5 reaching the “achieved” level in functional vocabulary and simple sentence construction. It is concluded that bimodal communication constitutes an effective pedagogical tool that facilitates understanding of the image-sign-word relationship and strengthens syntactic structuring in deaf students. The research demonstrates the need for adapted methodologies that integrate visual, gestural, and written modalities to improve educational inclusion of students with hearing disabilities.

Keywords : hearing impairment; bimodal communication; special education; syntactic structuring; sign language.

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