Spanish Sign Language and Deaf Community

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Branch of knowledge: Social and Legal Sciences
Responsible Center: Faculty of Education and Sports Sciences and Interdisciplinary Studies
Teaching modality and Campus:
In person: Alcorcón y Madrid-Quintana
Credits: 240. Credits year: 60. Duration: 4 years. Implantation: progressive, first year 2016-2017
Academic Calendar Opening hours Examinations Teaching Guides Validation table Faculty
Coordinator: Prof. Dr. Ms. Mª Celeste González González.

Student attention: 91 665 5060 Student Help Box Suggestions, complaints and congratulations mailbox

Basic Information

What knowledge will I acquire with this Degree?

With this Degree, students will acquire advanced and in-depth knowledge about the Deaf and Deafblind Community, its socio-cultural and development aspects, as well as its specific needs in order to guarantee full inclusion, by also obtaining solid training in the development interpretation guide techniques for deafblind people. In addition, specialized knowledge will be acquired about the Spanish Sign Language, its linguistics and its application in different professional fields, as well as other devices, products and methodologies of special importance for people with hearing disabilities, deafness and/or deafblindness.

Where will I be able to work when I graduate?

You can provide services as an interpreter of Spanish Sign Language (in both public and private organizations and entities), guide-interpreter for deafblind people, educational advisor and LSE teacher in educational centers, multi and interdisciplinary teams for the inclusion of people with disabilities, or mediation services, among others. The specific professional destinations are detailed in the following table:

Legal field	Arbitration and mediation processes
	Statements and appearances
	prison environment
	Judgments
	Administrative procedures in police stations
	legal operators
Sanitary field	Medical Consultation			- General medicine - Specialized care - Mental health
	Sessions			- Patient training - Physical rehabilitation - Psychological attention - Diagnostic tests
	Emergency Hospitalisation
Educational field	Infant and primary education			Tutorials and meetings
	Secondary and post-compulsory education	ESO		- In the classroom - Extracurricular or extra-academic activities - Meetings of fathers and mothers - Student meetings - Meetings with the teaching team, director or department of the center (when a member of the teaching or management team, the father and the mother, is a user of Spanish sign language)
		Medium-grade vocational training
		Baccalaureate
	Higher Education	University teaching		Tutorials, laboratories, complementary training actions, organizational meetings, classroom...
		Higher artistic education
		Professional training of a superior level
		Professional teachings of plastic arts and design of superior degree
		Higher level sports education
	Other types of education and training			- School education of special regime (artistic, languages, ...) - Adult education - Non-regulated training: training for employment and complementary. - Continuous training - Conferences, seminars, round tables, etc.
Cultural, sports and leisure field	Cultural field: museums, theater, cinema, guided tours, etc.
	Sports field: courses, competitions, events, etc.
	Leisure area: celebrations, free time activities, workshops, theme parks, etc.
religious field	Religious acts: weddings, ceremonies, baptisms, etc.
	Courses, spiritual exercises, retreats, etc.
Labor sphere	workers meetings - Training of workers - Interviews
	union activity
	Labor Relations
Media field	press and radio		- Interviews - Informative - In general, in any space or television program
	TV
	Press conference
	Online		Websites, blogs, social networks
Transport field	Traveler service (airports, stations, etc.)
	Instructions on operating and safety standards
Scope of Public and Institutional Administration	Institutional information, awareness and information campaigns
	Basic procedures
Political sphere and citizen participation	- Rallies - Intervention and participation in other forums - Etc.
private area	- Meetings - Community of neighbors - Etc.
At international level	- Meetings - Other international events such as sporting or cultural events - Conferences - Travels

Is this Degree official according to the regulations required by the European Higher Education Area?

Yes (final verification report is attached), the implementation of the degree will be done progressively, starting the first year in the academic year 2016-17.
The final verification report turned out favourable.

Favorable report first modification

Favorable report second modification

Favorable report third modification

What subject areas will I address in this grade?

The areas to be addressed in this Degree include Spanish Sign Language, Catalan Sign Language and the International System, Support Services and Products, Psychosociology of deaf and deafblind people, Interpretation Guide for deafblind people, Linguistics, areas and techniques of application of the LSE, universal accessibility and design for all people, Corporate Social Responsibility and entrepreneurial initiative, pedagogy and didactics of the LSE.

Recommended Income Profile

The exercise of the Graduate in Spanish Sign Language and the Deaf Community involves constantly maintaining personal relationships in different areas and levels. Therefore, it is desirable to have skills for communication, social contact and interaction with people, as well as for teamwork, as well as for accepting complexity and diversity. In the same way, a positive attitude towards difference and equal opportunities is recommended, with a clear vocation for social service. Thus, it could be said that people who wish to pursue these studies should have:

Restlessness and curiosity about social issues.
Skills for interpersonal relationships.
Emotional balance.
Willingness to work as a team.
Creativity.

Objectives

GENERAL

Train professionals for interpretation and translation in Spanish sign language from a linguistic and sociocultural perspective, with extensive knowledge of the deaf and deafblind community and culture.

Train professionals capable of interpreting and translating into Spanish sign language and use communication support systems and resources and techniques appropriate to each situation, while providing precise information about the environment to contextualize messages.

SPECIFIC

It is rescued from the EFSLI document (European Forum of Sign Language Interpreters, 2013), as it is significant for the description of the profile, the objectives and learning outcomes that define the minimum for the graduate, corresponding to the eight key areas of knowledge. :

Demonstrate communicative competence and flexibility in sign language, communicating effectively in a variety of routine situations, both personal and professional, with native and non-native speakers of different ages, genders, educational levels and socio-economic status.
Demonstrate high levels of competence and flexibility in the reception and production of oral and written language, communicating effectively in a wide variety of situations, with interlocutors of different ages and origins, also demonstrating cultural and intercultural knowledge and sensitivity towards them.
Interpret effectively, both simultaneously and consecutively. You should be able to prepare a service, consulting the documentation in the field of interpretation and in the domains in which you will work; and apply this to her work as a freelance interpreter, as part of a team of interpreters, and as a member of the profession. This implies that an interpreter must demonstrate their ability to manage the social factors involved in interpreting (eg, turns, overlaps, power relations, expectations and requirements...) in a non-dominant way, and be able to explain the interpretation process as well as its scope of work for the client. Finally, graduated interpreters must show camaraderie by showing respect and courtesy to their colleagues, clients, companies, taking responsibility for the quality of the work performed.
Apply knowledge of the academic literature related to Deaf Studies^{^[1]} in his work as an interpreter/translator. For example, he should have the ability to incorporate key Deaf cultural traditions, values and norms when dealing with interpreting/translating. The graduate should be able to identify the minority groups that exist in the deaf communities she serves, and appreciate the fact that there may be cultural and linguistic differences that exist in some of the subgroups but not in others.
Apply decision-making techniques in a professional manner in accordance with professional standards both in regard to linguistic decisions and in the area of interpersonal relationships. You must critically assess the national/institutional code of ethics/practice and be clear about how your personal values may coincide or conflict with the values of the deaf community or those related to the interpreting profession. A graduate must be able to explain to users the scope of professional practice of the interpreting profession. Graduates must maintain a professional behavior in all their interactions both with users and with other professional colleagues.
Work effectively and efficiently with members of specific populations (deafblind, adults who have lost hearing, users with minimal language skills, users with cochlear implants...), for which you must use the appropriate methods of interpretation and work as an active member of an interpretation team. They should be aware of the technologies used by the members of a given group and be flexible in carrying out their work, bearing in mind that their functions may be somewhat different from those they have when performing a common interpreting service (for example, when working as guides-interpreters for deafblind people).
Achieve a minimum level of competence relevant to interpreting in a specialized domain. You will need to demonstrate an understanding of the characteristics of the specific field and adapt your professional behavior and practice to this context in terms of respect for protocol, incorporation of the rules relating to discourse, terminology and professional practices. You will need to demonstrate ability as a professional who is thoughtful in your work and has technical mastery of the relevant specific field of work, and who is committed to your own continuing professional development.
Advocate employment conditions that safeguard the rights and well-being of users and interpreters, and must demonstrate professional integrity, in accordance with its Code of Ethics, avoiding conflicts of interest, and applying standard professional practices.

Learning Outcomes

Knowledge

CON1	Understand the different concepts linked to the deaf community and culture and the idiosyncrasies of the people who make up this group.
CON2	Identify the dimensions that constitute sustainability and recognize the social, economic, and environmental impact that any human activity entails.
CON3	Construct an effective discourse in the writing and presentation of academic and professional texts, using spoken and/or signed language in professional contexts, in interpersonal relationships, in conflict resolution, and for leadership.
CON4	Know specific grammatical, lexical, sociocultural and pragmatic elements for level B2.2 (II) expressive and a C1 receptive level of LSE according to the CEFR adapted to sign languages.
CON5	To understand the historical evolution of sign language, the deaf community, and their education.
CON6	Understand basic concepts of signed interpretation, the elements of the translation process, the ethical code and functions of the LSE interpreter, distinguishing the types and methods of signed interpretation, the elements and processes of a communicative act, as well as the typology and structure of oral, written, and signed texts, the resources and documentation process of a translation/interpretation, and the types, elements, and agents of evaluation.
CON7	Identify the different linguistic levels in sign languages to recognize them as natural languages and understand their corresponding linguistic and social status.
CON8	Understand the epistemological principles of science and research, as well as the foundations of values education.
CON9	Understand the foundations and legal framework of inclusive education, its organizational structure, and the specific mechanisms for addressing and managing diversity in the Spanish education system, recognizing the principles of equity and inclusion, as well as the dimensions that enable full participation and promote autonomy.
CON10	Identify and evaluate universal accessibility and design parameters for all people in different contexts of everyday life, as well as the fundamental concepts for occupational risk prevention and their application in interpreting practice.
CON11	Know the fundamentals of didactics and educational institutions, legislation in education and the fundamentals of the organization of educational institutions
CON12	Understand the theoretical and conceptual bases of educational and sociocultural diagnosis and its different methodologies, tools and approaches, as well as the bases of research methodology applied to both the educational field and sign language itself.
CON13	Know the structure and content of another language (including sign languages) at a minimum level of B1, considering meaning and spelling, composition rules and grammar
CON14	To understand the educational needs of deaf students and the teaching strategies for teaching and learning sign language.
CON15	Distinguish the different types of alternative and augmentative communication systems (AAC) and their specific characteristics.
CON16	To understand the characteristics, diversity and needs of the deafblind community, the different communication systems and the basic principles of the guide technique, as well as the reality of the work and professional practice of translation and interpretation of LSE with deaf, hearing impaired and/or deafblind people.
CON17	To understand the origin and linguistic nature of international symbols, their contexts of use, and the main resources and strategies applicable to their interpretation.
CON18	Identify the main characteristics of the speeches, texts, and vocabulary used in the different professional areas of sign language interpretation.
CON19	To understand the characteristics, meaning, and strategies of tutoring and guidance services in schools and other settings.
CON20	To learn about cultural, sports, student representation, solidarity, and cooperation activities, among others, that constitute the comprehensive education of university students.

Skills

HAB1	Analyze the implications that culture and society have on the development of deaf people in different areas of life
HAB2	Design actions for sustainable development in its different objectives by analyzing the realities of the environment
HAB3	Plan dialogic interventions based on argumentation and persuasive intent, both in professional and everyday contexts, using different linguistic possibilities to operate fluently in diverse professional contexts, as well as applying linguistic and communication skills to understand and express written texts and oral discourses effectively, adapting to the needs of the audience in multicultural and multilingual environments.
HAB4	Produce clear and detailed signed texts on simple topics and fully understand the main ideas of texts in Spanish Sign Language for a B2.2 (II) level, and fully understand the main ideas of texts in Spanish Sign Language for a C1.1 level according to the Common European Framework of Reference for Languages (CEFR) adapted to sign languages, identifying idiomatic expressions of LSE in different communicative contexts and dialectal varieties
HAB5	Analyze the most appropriate translation and interpretation techniques and strategies from/to LSE to apply to different communicative situations, as well as the most appropriate translation and interpretation techniques and strategies from/to LSE to apply to communicative situations of a certain complexity.
HAB6	Analyze and compare the grammatical characteristics of Spanish and LSE, as well as the phonological components, morpho-syntactical structures and semantic elements of LSE, discourse features and communicative functions, taking into account the resources offered by signed languages
HAB7	Retrieve scientific information related to real problems in the professional field and analyze it critically to formulate appropriate research questions based on the available scientific evidence.
HAB8	Develop the capacity for reflection and critical judgment in the management of diversity in the educational field that allows for innovative and creative decision-making to promote educational inclusion processes by eliminating barriers generated as a result of a deficient design.
HAB09	Have bodily, gestural and spatial skills and resources to communicate specific information
HAB10	Develop the capacity for reflection and critical judgment in matters of universal accessibility and design for all people to make innovative and creative decisions to promote inclusion processes by eliminating barriers generated as a result of deficient design.
HAB11	Design, plan and evaluate teaching activities and learning in the classroom by developing materials that allow reflection on different learning techniques and develop analytical and critical skills that allow them to identify, interpret and comprehensively address the various factors that influence the teaching-learning processes, considering the sociocultural context in which they develop, critically arguing the different theoretical currents on the teaching-learning of sign languages as L1 or L2
HAB12	Make decisions to develop an AAC intervention program, according to a person's communication needs
HAB13	Manage the signed communication systems of deafblind people and apply the basic principles of the guide technique to facilitate their movements, as well as the different alphabetic communication systems of deafblind people and apply the guide technique to facilitate their movements and access to the environment.
HAB14	Manage the most appropriate vocabulary, resources and strategies of international signs for each communicative situation
HAB15	Resolve the different demands of the different situations raised for interpretation and translation from/to sign language in the different professional fields in which a deaf or deafblind person participates
HAB16	Know how to provide educational and family guidance and demonstrate social skills for communication with families
HAB17	Search and choose continuing education activities that complement your academic training as a future graduate.
HAB18	Prepare a research report on a relevant topic related to the object of study of the degree, which reflects the search, management, organization and adequate interpretation of bibliographic sources and significant data
HAB19	Apply the knowledge acquired in the set of subjects that make up the degree in Spanish Sign Language and the Deaf Community
HAB20	Produce clear and detailed texts on a variety of topics, as well as defend a point of view on general issues, indicating the pros and cons of different options.

Competences

COM1	Develop a critical vision on the role of society and culture and an active commitment to social, economic and environmental sustainability linked to their field of knowledge
COM2	Communicate effectively in routine situations, both personal and professional, between native and non-native speakers, using idiomatic expressions specific to LSE in signed communication and understand their use by deaf people
COM3	Consider aspects related to the historical evolution of Spanish sign language interpretation and the sighted guide technique, as well as those related to the deaf and deafblind community.
COM4	Take into account the grammatical principles of Spanish and LSE, both in the production and in the consecutive and/or simultaneous translation and interpretation of texts and speeches of different levels of complexity, with propriety, accuracy and creativity
COM5	Reflect on the principles of universal accessibility and design for all as fundamental strategies to promote inclusion
COM6	Demonstrate the ability to collect, analyze and interpret relevant information and data to investigate a specific object of study, building the foundations of a research project, to carry out an educational and sociocultural diagnosis.
COM7	Consider the condition of flexibility in the design of learning spaces aimed at the acquisition or learning of sign language that promote autonomy, empathy and multicultural coexistence to optimize the teaching-learning planning process of educational institutions.
COM8	Demonstrate the ability to design and evaluate a specific AAC intervention program to respond to the needs of a particular case, resulting in its implementation in their work practice.
COM9	Be prepared to interpret effectively for deafblind people in basic communication situations, using signed communication systems, alphabetic communication systems, and ensure compliance with the principles of the guiding technique to facilitate their movement in complex environments.
COM10	Know how to communicate effectively through international signs with different interlocutors in different situations
COM11	Know how to communicate using the most appropriate techniques in interpretation and translation from/to LSE in each communicative situation derived from a professional field of sign language interpretation
COM12	Autonomously and responsibly plan participation in university events and other cultural, sports, student representation, solidarity, and cooperation activities.
COM13	Master the standards established in the degree (knowledge, skills and abilities, competencies) and put them into practice in real work situations and contexts
COM14	Know how to interact with native speakers with a sufficient degree of fluency and naturalness so that communication is effortless on the part of either speaker.

Minimum stay requirements

The permanence of the students in the Degree studies will be a maximum of eight years for full-time students. Part-time students may request an extension of up to two more years from the Rector.
In Bachelor's degrees lasting more than 240 credits (4 years), the maximum of the previous section will be increased by one more year for every 60 ECTS credits that are added to the 240 ECTS.
Students must pass a minimum of two subjects in the first year. Students studying part-time must pass at least one subject in their first academic year.
Students who are studying any official Bachelor's degree at the Rey Juan Carlos University may make a maximum of four registrations to pass each of the subjects of the study plan, without counting previous cancellations of the same.

For more information see: Permanence regulations

Minimum number of ECTS credits by type of enrollment and course

Full-time students:

COURSE	MINIMUM	MAXIMUM
1º Course	48 ECTS	78 ECTS
Other courses	48 ECTS	78 ECTS

Part-time students:

COURSE	MINIMUM	MAXIMUM
1º Course	24 ECTS	47 ECTS
Other courses	24 ECTS	47 ECTS

Access and registration

Access

Access to the official teachings of Degree will require to be in possession of the bachelor's degree or equivalent and the passing of the test referred to in article 42 of the Organic Law 6/2001, of Universities, modified by Law 4/2007, of April 12, without prejudice to the other access mechanisms provided for by current regulations.

The number of places offered for new admission are:

Alcorcon Campus:	40 places
Madrid Campus (Quintana Building):	40 places

Matriculation year

The enrollment process at the Rey Juan Carlos University is done through the Internet. You can carry out the procedures on the computers installed on campus or through any computer with network access. You can check the deadlines at registration , as well as the different requirements and necessary documents.

Validation with FP qualifications

PROFESSIONAL TRAINING DEGREES

SUPERIOR TECHNICIAN IN SIGN LANGUAGE INTERPRETATION (APPLICABLE FROM THE 2024-2025 YEAR)

LSE-SUPERIOR TECHNICIAN IN COMMUNICATION MEDIATION

HIGHER TECHNICIAN IN SOCIAL INTEGRATION (APPLICABLE FROM THE 2024-2025 ACADEMIC YEAR)

SENIOR TECHNICIAN IN SOCIAL INTEGRATION (GLESCS PLAN RENEWED IN 2025)

Training itinerary

ACCESS TO ALL UNIVERSITY TEACHING GUIDES

Old curriculum

New curriculum (starting in the 2025-2026 academic year)

Material resources

External Internships

The External Practices subject is a curricular subject whose main objective is to promote a comprehensive training of the student through the practical application of the knowledge acquired during the Degree, which facilitates direct contact with the professional activity and the opportunity to join the professional world with a minimum of experience. All practices are designed so that the students who participate in them acquire professional experience in real situations and conditions, applying the knowledge, skills and attitudes that are acquired in the training processes throughout the degree. The internships represent a decisive opportunity for the personal development and professional future of the students.

Internships are activities carried out by the student in companies, institutions and organizations; that is, in centers outside the university premises, which aim to enrich and complement your university education, while providing you with a deeper knowledge about the skills you will need once you have graduated.

The External Practices subject will consist of two phases:

Completion of the internship period that offers professional experience related to any of the graduate profiles that are expressed in the Verification Report of the degree.
Elaboration of the memory

Documentation:

Titling Training Project

For more information: External Internship Unit

Social Security contributions for interns starting January 1, 2024

Academic Recognition of Credits

Regulations for academic recognition of credits in undergraduate studies

Mobility programs

ERASMUS

The Erasmus program makes it easy for URJC students -both undergraduate and postgraduate- to study one or several semesters at one of the European universities with which the URJC has agreements.

These exchanges traditionally have an economic endowment thanks to the Erasmus Scholarships provided by the EU and the Spanish Ministry of Education.

ERASMUS (intranet)

WORLD

The Munde program manages mobility with universities from countries not included in the Erasmus Program.

The possibility of obtaining a scholarship or economic endowment and its amount depends, in each case, on the agreements with the universities, countries or entities that sign it.

WORLD (intranet)

For more information:

URJC Mobility

SICK

SICUE is a national mobility program for GRADOS university students that allows them to carry out part of their studies at another Spanish university with guarantees of academic recognition, use and adaptation to their curricular profile.

SICUE Mobility

Student support programs

Orientation to future students. The University offers various orientation programs for future students: we carry out visits to high schools and secondary schools, we organize guided visits to the Campuses, we are present in the Classroom and, at the beginning of each course, we carry out welcome days to guide students new students.

academic tutorials. Each teacher carries out, within their teaching planning, academic tutorials on their subject.

Coordinator of the degree. It works to promote coherence and balance between the subjects and the workloads of the students.

mentoring program. The URJC has this program, peer tutoring, in which the students of the last years act as mentors with the first year students.

Students with disabilities. The Support Office for Persons with Disabilities offers guidance and assistance to students with special needs.

Scholarships . The Rey Juan Carlos University manages the main scholarships and annual grants, both its own and from other official bodies: Ministries, Community of Madrid, International Organizations and other entities. It also publishes and disseminates those scholarships and grants of interest to its students and graduates. Throughout the course, students receive information about them through the different communication channels established.

Job placement program. The Rey Juan Carlos University, through the External Internship Unit and the Graduates Office, organizes conferences, workshops and various actions aimed at supporting and guiding students in their job search, to improve their employability and promote job placement . The University has a Job Exchange -a platform available to companies and graduates- where institutions can carry out their selection processes.

Privacy Policy

ACADEMIC CALENDAR

Academic Calendar

REGISTRATION

*The rates corresponding to double degrees with different degrees of experimentality will be applied as established in the new Decree 43/2022, of June 29, of the Government Council, which establishes the public prices for university studies leading to official degrees and services of an academic nature in the public universities of the Community of Madrid*

TRAINING PROCESS

EVALUATION

Regulation on the Assessment of Learning Outcomes (in force from 1 September 2024)
Review and claim of the evaluation (Regulations for the Evaluation of Learning Outcomes - Title VII)
Request for review and claim of the evaluation
Early call (Regulations on the Assessment of Learning Outcomes - Article 19)
Early call procedure
Compensation Court (Regulations for the Evaluation of Learning Outcomes - Title X)

Validation, adaptation of studies, recognition of credits and homologation of foreign qualifications

UNIVERSITY DEGREES

Extinction of university degrees

VISITING STUDENTS AND STUDENTS WITH DISABILITIES

TEACHING COORDINATION

Regulations for Teaching Coordination Positions

COEXISTENCE REGIME

Coexistence Regulations of the Rey Juan Carlos University for the Development of Law 3/2022, of February 24, on University Coexistence, approved by Agreement of March 30, 2023, of the Governing Council of the University

SCHOOL INSURANCE

School insurance

ASSOCIATIONS

Regulation of student associations

Quality guarantee

RUCT link

BOCM Link

Internal quality assurance system

Manual of the Internal Quality Assurance System

Composition of the commission

Composition of the Commission

Results report

Once the follow-up has been carried out, the quantitative information on the results obtained in the follow-up of said Degree is shown, differentiated by academic year.

Report by course:

General information collection plan

Within the quality assurance system of the Rey Juan Carlos University, the following surveys are planned:

- New students

- Teacher evaluation

- Student satisfaction

- Satisfaction of the graduates

- Labor insertion

- Causes of abandonment

- Career path:

Second year after graduation
Third year after graduation
Fourth year after graduation

- Degree of satisfaction:

Faculty with the campus and university
Teacher with degree
of the evaluators
Incoming student mobility program
Outgoing Student Mobility Program
Administration and services staff with the university

- External internships:

Student satisfaction
External tutor satisfaction
Evaluator satisfaction

Survey results:

Improvement actions

The Quality Assurance System of the Rey Juan Carlos University establishes that the degree's Quality Assurance Commission will annually analyze the information derived from the degree's indicators and prepare a report that will include improvement plans if the results so indicate.

Renewal of accreditation

The renewal of the accreditation represents the culmination of the implementation process of the official Bachelor's and Master's degrees registered in the Register of Universities, Centers and Degrees (RUCT). The renewal of the accreditation of official bachelor's and master's degrees is organized in three phases: self-assessment report, external visit and final assessment.

In the first phase, the university describes and assesses the status of the degree with respect to the established criteria and guidelines. The result is the Self-Assessment Report (IA) that is presented. The second and third phases are carried out by a group of evaluators external to the evaluated title.

Professors and Researchers

2030 Agenda

Strategic plan

Admission

student office