Training sign language mediators interpreters for inclusive practices in higher education

Abstract

The objective of this article is to analyze the implementation of the interpreter–mediator training program aimed at strengthening inclusive practices in higher education. The study was conducted under a mixed-methods approach using an experience systematization methodology. Work was carried out with volunteer students from different academic programs who participated in a phased training process (design, piloting, implementation, and evaluation). Data collection instruments included checklists, online surveys, participant observation, and document analysis. Participants: 53 students began the program, and 18 completed the interpreter–mediator course. A descriptive analysis of achievement indicators and thematic coding by categories was applied. Data triangulation made it possible to identify the training needs of both interpreters currently working and new interpreters developing pedagogical mediation competencies. The results obtained during the research process revealed improvements in interpreters’ communicative competencies toward students, classroom accessibility, and peer support. The completion rate was 34.0%, with dropout mainly attributed to inflexible work schedules. Coordination with student representatives (UNEN) and collaboration with academic departments were documented to implement reasonable adjustments in interpreter–mediator courses with the participation of students with disabilities. The findings show direct contributions to inclusion, retention, and academic success goals, consistent with the National Plan for the Fight Against Poverty and for Human Development 2022–2026 and the National Education Strategy “Blessings and Victories” 2024–2026