Bimodal Education and Digital Accessibility: Analysis of pedagogical strategies and inclusive technologies for Deaf Students in Latin America

Abstract

Bimodal literacy, understood as the joint development of sign language and written Spanish, remains a profound challenge for achieving truly inclusive education in Latin America. As a deaf researcher with experience in accessible technologies, I have witnessed how many educational proposals still fail to meet the linguistic and cultural needs of deaf students. This article offers a critical analysis of pedagogical strategies and digital resources designed to strengthen bimodal education in the region, highlighting initiatives that incorporate sign language as a central channel for communication and learning. A structured review of academic literature, educational experiences, and technological developments from the past five years was conducted. The findings reveal that, when digital tools are combined with pedagogical approaches that value deaf identity, learning outcomes improve significantly. However, persistent barriers remain, such as the lack of teacher training and limited availability of bilingual accessible platforms. In conclusion, the study emphasizes the urgent need to move toward an educational model in which digital accessibility is not merely an add-on but a fundamental condition for equity. This work advocates for an educational vision that listens to, respects, and meaningfully engages with the deaf community through its own languages.