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Dinámica 6ta AT

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Dinámica 6ta AT

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Completa los espacios en blanco con lo aprendido en la AT

Created by

Ricardo Cantuarias
Ricardo Cantuarias
Peru

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Dinámica 6ta AT
 

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Dinámica 6ta ATOnline version

Completa los espacios en blanco con lo aprendido en la AT

by Ricardo Cantuarias
1

Cuando un niño sordo no recibe acceso a una lengua accesible durante su ventana crítica de desarrollo , experimenta un cuadro de . La literatura científica actual señala que este fenómeno no debe ser tratado bajo un enfoque exclusivamente médico , sino como una forma de infantil que altera severamente su desarrollo cognitivo .

2

Ante la ausencia de un léxico formalizado , el intérprete debe abandonar el uso de señas de diccionario y migrar hacia la . Este macro - dominio lingüístico permite crear anclas visuales en el espacio tridimensional mediante la , donde el intérprete asume el cuerpo , la mirada y las expresiones del referente para estructurar relaciones de causa y efecto .

3

Las decisiones del intérprete en el aula o en contextos críticos deben responder directamente a las de los usuarios .

4

En contextos donde se atiende a un estudiante con privación lingüística severa , la presencia del intérprete no es suficiente . Se requiere trabajar en equipo con el , quien posee la competencia nativa viso - espacial para realizar una re - enunciación del mensaje basada puramente en esquemas visuales y depiction vívida .

5

Las señas de diccionario o vocabulario formal son símbolos que requieren un aprendizaje lingüístico previo estructurado . Por el contrario , la riqueza de la lengua de señas como entorno natural radica en su , permitiendo que las personas privadas de lengua comprendan conceptos dinámicos de causa y efecto antes de dominar una gramática formal .

 
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