Lectoescritura en Entornos Virtuales para Estudiantes con Discapacidad Auditiva

This work presents the process of inclusion in reading and writing in students with hearing disabilities who enter the UPS, Cuenca headquarters, through the support of virtual learning environments. The research analyzes the teaching-learning practices of writing in people with disability, the written text becomes one of the most effective means to receive information and access prior knowledge. The methodological approach corresponds to a qualitative method with an exploratory and descriptive process. The main results achieved are the following: Reading and writing means access to possibilities, it is being part of and entering higher education is inclusion and they need a constant practice, which allows them to provide a certain autonomy. student in accessing virtual activities with respect to written language and promoting interest in reading with the aim of improving reading comprehension.