Servicios Educativos Hometown S.A de C.V

Mission: Provide a holistic first-rate educational service, distinguished by its quality in the academic and personal development of its students.

Vision: To be an educational initiative that ensures comprehensive holistic formation, with excellence as the hallmark in each of its processes.

Diego Menjivar holds the position of President and Chief Executive Officer at Hometown Educational Services. His primary responsibility involves furnishing structured leadership for the successful execution of both commercial ventures and socially impactful initiatives. Additionally, he supervises administrative procedures and personnel development to optimize project implementation. Under his stewardship, Hometown has witnessed recognitions that inspire us to continue working for a better tomorrow.

In the project "Initial Literacy Program for the Development of Reading and Writing Skills in Spanish as a Second Language for Deaf Children," each member assumes a pivotal role in attaining the project's objectives. Karen Portillo leverages her organizational prowess to ensure the administrative efficacy of the processes. Erick Henríquez employs a lateral thinking approach to offer comprehensive and constructive support.Diego Menjívar, in his capacity as the leader of the research division, oversees the strategic direction and quality of the investigations undertaken. Concurrently, Willfredo Gutiérrez actively contributes to the research efforts, augmenting the literacy program with his wealth of experience and expertise. Collaborating with the team of specialists in literacy and sign language teaching (LESSA), they adopt a multidisciplinary perspective to synergistically realize the desired success and impact for deaf children.

Initial literacy program for the development of writing and reading skills in spanish, as a second language, for deaf children.

The problem that our solution seeks to solve is the barrier that deaf individuals face when it comes to literacy, especially if it is taught through an auditory input. The main challenges in the literacy process of deaf children include:

1. Difficulties in acquiring and developing language: Obstacles in the acquisition of language as a biological faculty, which affects the understanding and production of written language, especially if children are not exposed to a language that is appropriate to their abilities such as sign language.

2. Need to activate linguistic competence: It is crucial to activate the innate ability to acquire a language in deaf individuals through visual methods such as sign language.

3. Difficulties in generating new grammatical structures without access to a language like sign language: Despite being able to reproduce superficial structures learned through gestures and colloquial signs, deaf children may struggle to generate new grammatically correct structures or understand unfamiliar statements, thus they must access sign language which does have complex grammatical structures.

Addressing these challenges requires specific pedagogical and methodological approaches that consider the unique linguistic and cognitive needs of deaf children, as well as the implementation of strategies that promote the development of literacy in an effective and meaningful way.

The problem that our solution seeks to solve is the barriers that children who are deaf face when learning to read and write. Traditional methods for teaching literacy often rely heavily on auditory input, which can be challenging for children with hearing impairments. This can lead to delays in language development, reading comprehension, and writing skills for deaf children.

The method we are proposing, based on Logogenia, aims to address this issue by focusing on visual language acquisition through images, objects, dramas and mostly through sign language as native language for deaf children. By utilizing the visual channel instead of the auditory channel, deaf children can more effectively learn to read and write, ultimately improving their overall literacy skills. This approach is rooted in the belief that language acquisition is innate and biological and can be achieved through exposure to language in a visual form.

By implementing this innovative approach to literacy education for deaf children, we hope to provide them with a more accessible and effective way to develop their language skills. This will not only improve their literacy skills, but also enhance their overall communication abilities, academic performance, and social interactions.

Ultimately, our solution seeks to empower deaf children to become proficient readers and writers, breaking down the barriers that have previously hindered their literacy development.

For us, empowering deaf children in reading and writing is of vital importance for their future integration into a predominantly hearing society, where unfortunately very few people know sign language. By promoting reading and writing, we provide an additional communication tool and above all a tool that the majority of the hearing population is familiar with.

To date, our organization has worked on the effectiveness of our solution by working with a group of 15 children. These children have been provided with our method and we have observed significant improvements in their cognitive abilities, specifically in their capacity to learn more about their environment.

Furthermore, we have seen a noticeable increase in their proficiency in reading and writing, which has enabled them to communicate more effectively with their parents and teachers. As a result, these children have been able to integrate more effectively into the educational setting and are achieving greater success in their academic pursuits. 

Through careful observation and data collection, we have been able to demonstrate the positive impact that our solution has had on these children. Our work indicates that our method not only enhances cognitive development but also improves communication skills and overall academic performance.

Moving forward, we plan to continue monitoring the progress of these children and conducting further research to solidify the effectiveness of our solution. We are committed to providing evidence-based data to support the benefits of our approach and to continue fostering the growth and development of the children in our care.

In conclusion, our work has shown that our solution has had a meaningful and positive impact on the children we have worked with. We are excited to continue our research and to further demonstrate the effectiveness of our approach in helping children reach their full potential.

The work we have conducted has revealed that utilizing visual inputs in our solution has been less frustrating for students, as well as more effective and efficient. We have also found that introducing our method at an early age has been more effective, as working with children over the age of 12 has resulted in slower progress. This information has informed our work moving forward in several ways.

Firstly, we now understand the importance of training more individuals in our method in order to have a greater impact. By increasing the number of people who are equipped to work with deaf or hard of hearing students, we can ensure that these students receive the support they need to succeed in their education. Additionally, by training more educators in our method, we can also ensure that any teacher who may need to work with a deaf student is prepared to do so effectively.

Furthermore, our findings have led us to consider the potential benefits of our method for deaf children who have a more developed visual intelligence. By recognizing the strengths of these students and tailoring our approach to leverage their visual abilities, we can create a more inclusive and effective learning environment for all deaf students.

Overall, the insights gained from our work have reinforced the importance of incorporating visual inputs into our solution, as well as the need to introduce our method at an early age. By continuing to refine and expand our approach based on these findings, we can better support deaf and hard of hearing students in their educational journey.

Our organization recognizes the need to strengthen the evidence base of our solution in order to challenge the prevailing oralist methods and promote the effectiveness of alternative approaches such as Logogenia. The existing bias towards oralism in the education and social spheres has limited the opportunities for deaf individuals to fully develop their linguistic and cognitive abilities. By enhancing the evidence base of our method, we aim to demonstrate the potential benefits of adopting a more holistic and inclusive approach to education for deaf individuals.

One of the key reasons for strengthening the evidence base of our solution is to address the limitations and criticisms of the oralist approach. By conducting research and gathering data on the outcomes and impact of our method, we can provide empirical evidence to support the efficacy of our approach in promoting language acquisition, communication skills, and overall development for deaf individuals. This evidence will not only serve to validate the effectiveness of our method but also to challenge the dominance of oralism in the education and social systems.

Furthermore, by strengthening the evidence base of our solution, we aim to create a more inclusive and supportive environment for deaf individuals to thrive and fulfill their potential. By demonstrating the positive outcomes and benefits of our approach, we hope to influence policymakers, educators, and the wider community to recognize the value of alternative methods such as Logogenia in promoting the linguistic and cognitive development of deaf individuals. Ultimately, our goal is to contribute to a more diverse and inclusive society that values and supports the unique capabilities and contributions of deaf individuals.

1. How does a bilingual approach (Sign language – Spanish) to teaching Spanish as a second language to deaf children impact their overall reading and writing skills development?

2. What specific strategies or techniques can be effective in improving the literacy skills of deaf children learning Spanish as a second language?

3. How does early exposure to sign language as a native language, influence the writing and reading abilities of deaf children in a Spanish-speaking environment?

The desired outputs of the 12-week LEAP Project sprint include a comprehensive understanding of how a bilingual approach (incorporating Sign language and Spanish) to teaching Spanish as a second language to deaf children impacts on their overall reading and writing skills development. We aim to identify specific strategies and techniques that are effective in improving the literacy skills of deaf children learning Spanish as a second language. Additionally, we seek to explore how early exposure to sign language as a native language influence the writing and reading abilities of deaf children in a Spanish-speaking environment.

Through our research, we hope to gain insights into the potential benefits of utilizing a bilingual approach for deaf children in their language acquisition and literacy development. We want to investigate whether combining Sign language with Spanish instruction can enhance the overall reading and writing skills of deaf children and contribute to their academic success.

Specifically, we will analyze the impact of the bilingual approach on the reading and writing abilities of deaf children, considering factors such as vocabulary acquisition, comprehension, and language fluency. We will also explore the effectiveness of different teaching strategies and techniques in improving the literacy skills of deaf children, such as visual aids, interactive activities, and multisensory approaches. 

Furthermore, we will investigate the role of early exposure to sign language as a native language in shaping the writing and reading abilities of deaf children in a Spanish-speaking environment. We aim to understand how this early linguistic foundation influences their literacy development and academic achievements.

Overall, the desired outputs of the LEAP Project sprint are to provide valuable insights and recommendations for educators, policymakers, and stakeholders working with deaf children learning Spanish as a second language. By understanding the impact of a bilingual approach and identifying effective strategies for literacy development, we hope to contribute to the academic success and well-being of this underserved population.  Through our research, we aim to promote inclusive educational practices and empower deaf children to reach their full potential in language learning and literacy skills.

To put these outputs into action, our organization will first provide comprehensive training to educators on the Logogenia methodology. This will ensure that they are well-equipped to effectively implement the program and support the literacy development of deaf children. Additionally, we will develop and distribute a variety of visual learning materials such as images, objects, and dramas, which will enhance language acquisition through visual channels.

Furthermore, we will incorporate sign language resources into the literacy education curriculum, allowing deaf children to improve their proficiency in sign language while also developing their reading and writing skills. Through regular monitoring and evaluation of the program implementation, we will be able to identify areas for improvement and make necessary adjustments to ensure its success.

As a result of these efforts, we anticipate increased access to literacy education for deaf children, as well as improved language acquisition and enhanced reading and writing skills. Deaf children will also benefit from increased proficiency in sign language, leading to better communication abilities and academic performance.

Ultimately, we aim to achieve improved literacy skills for deaf children, enhanced communication abilities, better academic performance, and improved social interactions. By empowering deaf children to become proficient readers and writers, we hope to break down barriers hindering their literacy development and increase their integration into hearing society.

Through the promotion of reading and writing as additional communication tools, we believe that this program will have a lasting impact on the lives of deaf children, paving the way for their future success in education and beyond.

The short-term outcomes we hope to achieve for our organization through the 12-week LEAP Project sprint include:

 1. Increased awareness and support for our program in the deaf community and other stakeholders.

2. Improved writing and reading skills in Spanish for the participating deaf children.

3. Establishment of partnerships with other organizations and individuals working with the deaf community.

4. Development of a sustainable model for the program that can be replicated and expanded in the future.

As for the long-term outcomes, we aim to achieve the following:

1. Long-lasting impact on the literacy skills of deaf children, leading to improved academic performance and future opportunities.

2. Growth and expansion of the program to reach a wider audience of deaf children in need of support.

3. Recognition and support from government agencies and educational institutions for our work in promoting literacy among deaf children.

4. Integration of our program into the regular curriculum of schools and educational centers for deaf children.

Overall, our goal is to create a positive and lasting change in the lives of deaf children by providing them with the essential tools and support they need to succeed in their education and beyond. Through the LEAP Project sprint, we hope to accelerate the progress of our program and increase our impact on the deaf community.