Experiences of a deaf student during physical Education Teacher Education
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The inclusion of Deaf students in higher education continues to face communicative, pedagogical, and institutional barriers that limit their participation and academic trajectory, particularly in teacher education programs. In this context, the aim of this study was to understand the experiences of a Deaf student throughout the teacher education program in Physical Education, identifying the barriers and facilitators that influenced the student's university experience. A qualitative descriptive case study with an autoethnographic approach was conducted, using the student's own narrative as the primary source of information. The findings reveal that the main challenges were related to communication barriers, the limited preparation of faculty members to communicate using Chilean Sign Language (LSCh), and the dependence on sign language interpretation services. However, facilitating factors were also identified, including institutional support, the willingness of some faculty members to promote inclusion, and the student's personal adaptation strategies. The study concludes that fostering inclusive university environments requires strengthening faculty competencies in Chilean Sign Language and Deaf culture, implementing accessible teaching resources, and consolidating institutional policies that promote communicative autonomy and ensure the right to equitable and accessible higher education.
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