ABSTRACT

This paper discusses the dialectic tension between the top-down and bottom-up processes that led to the establishment of the first public deaf education programme in Iquitos, Peru in 2016. This dialectic was initiated by the Peruvian Ministry's adoption and implementation of the policy of inclusive education, an internationally supported education initiative to educate all students, including those with special educational needs, in general education classrooms. The implementation of inclusive education in Iquitos led to an entire generation of deaf youth attending school without gaining opportunities to acquire the linguistic resources of Lengua de Señas Peruana (LSP). Parents of deaf children, dissatisfied with the inclusive education system, formed together to create a parents' association, Asociación Iquitos Unidos en Señas (AIUS). Two years later, AIUS signed an agreement with an existing school to establish a sign-based public deaf education programme, CEBA MORB - Periférico AIUS. We discuss what it took to bring Perféirco AIUS into being from the bottom-up and the top-down processes that both sparked the community effort and then facilitated it.

摘要

本文讨论了导致 2016 年在秘鲁伊基托斯建立第一个公共聋人教育项目的自上而下和自下而上过程之间的辩证张力。包容性教育，一项国际支持的教育举措，旨在在普通教育课堂上教育所有学生，包括有特殊教育需求的学生。伊基托斯全纳教育的实施导致整整一代聋哑青年上学，却没有机会获得Lengua de Señas Peruana (LSP)的语言资源。聋童家长不满全纳教育制度，联合成立家长会，Asociación Iquitos Unidos en Señas (AIUS)。两年后，AIUS 与现有学校签署了一项协议，以建立基于手语的公共聋人教育计划 CEBA MORB - Periférico AIUS。我们讨论了如何从自下而上和自上而下的流程使 Perféirco AIUS 成为可能，这两者都激发了社区的努力，然后又促进了社区的努力。