Intercultural speech therapy and communicative accessibility in deaf diversity

Abstract

Introduction: The study analyzed the relationship between intercultural phonoaudiology, Deaf Diversity and communicative accessibility from the Universal Design for Learning (UDL) approach. Its purpose was to strengthen linguistic and educational inclusion through the elaboration of a vocabulary inventory in Chilean Sign Language (LSCh) applied to emblematic tourist sites, recognizing the right of deaf people to access culture and knowledge on equal terms.
Development: The research understood the deaf community as a heterogeneous linguistic and cultural minority, whose natural language -Chilean Sign Language- constitutes the axis of its identity. The role of inclusive education, co-teaching and sign language interpreting as essential strategies to eliminate communication barriers was examined. Intercultural phonoaudiology promoted the creation of contextualized pedagogical materials that favored linguistic comprehension and expression in educational and tourist environments. Likewise, the SAD was applied as a tool to diversify teaching strategies and ensure equitable access to learning.
Conclusions: The study concluded that intercultural phonoaudiology, when integrated with the SAD, strengthened communicative and educational equity. The LSCh inventory contributed to the preservation of linguistic heritage and the promotion of inclusive tourism. Consequently, the research highlighted the importance of understanding communicative accessibility as a social and cultural right, consolidating barrier-free communication as a basis for inclusive education and full citizen participation.