Estrategia pedagógica para inclusión de población sorda en gestión del riesgo escolar

Abstract

This article proposes the design of a book as an inclusive strategy within School Risk Management Plans (SRMP), aimed at students with hearing disabilities, based on the recognition that school environments must be safe, accessible, and adaptive for the entire educational community. Through a mixed-methods approach and a convergent design, data were collected through surveys, interviews, and structured observations at the Filadelfia School for the Deaf, with a sample of 17 students and 3 teachers. To study describes communicative, methodological, and attitudinal barriers that limit the active participation of this population in emergency situations. research is structured into exploratory, assessment, and design phases. Visual and sensory methodologies were identified and integrated into inclusive risk management strategies aligned with current regulations. The book as the product of research seeks to guide concrete actions during emergencies, ensuring accessibility, comprehension, and autonomy. This tool strengthens inclusion processes and contributes to educational equity, highlighting the need for institutional commitment to transform School Risk Management Plans from an inclusive perspective. This study concludes that effective inclusion in school risk management requires relevant, sustainable, and pedagogically appropriate proposals that are sensitive to the particular needs of students with hearing disabilities.