In Ecuador, adult learning and education (ALE) is making tangible progress towards greater inclusion. New initiatives are working to realise the right to education, especially for those who have been excluded from the traditional education system.
One important step forward in this area has been achieved at the state education centre “Juan Montalvo” in Quito, where a virtual education programme has been specifically adapted for deaf people. This was made possible through collaboration between DVV International and the Ministry of Education. To uphold the principles of equality and educational equity, DVV International provided technical consultation to help further develop the Ministry of Education’s Moodle platform, making it more accessible for deaf learners.
Inclusive technology and sign language as the foundation for learning
The educational model developed at the “Juan Montalvo” education centre challenges traditional structures by recognising sign language as the primary medium of instruction and valuing the lived experiences of deaf individuals as active participants in their learning process. The team comprises two deaf teachers and six sign language interpreters, who work together to provide an accessible, relevant and high-quality educational experience.
One of the main challenges they face is the structural difference between sign language and written Spanish. Sign language does not use articles, connectors or prepositions, which makes understanding academic texts or extended assessments more difficult. In response, teachers have developed visual and creative strategies to convey complex concepts in a clear and engaging manner. The adaptation of the Ministry of Education’s learning platform was guided by principles of communicative accessibility and validated by deaf teachers and the National Association of the Deaf of Ecuador. The use of videos, symbols, images and straightforward visual commands in sign language was prioritised.
When certain concepts do not exist in Ecuadorian sign language - such as “square root” - teachers have developed new signs by consensus. This process also considers regional or international variations. For instance, a symbol meaning “more” in Ecuador may carry a different meaning elsewhere, which leads teachers to establish language agreements at the start of each class, particularly when international students are involved.
Challenges of inclusive virtual education
While virtual education offers greater access and reach, it also presents specific challenges for the deaf community. For instance, deaf learners cannot participate by activating a microphone, but must rely on visual cues or making sounds to attract the attention of the teacher or interpreter. Another barrier is the institutional requirement to use written chat as the primary communication channel, which fails to accommodate the communicative needs of deaf individuals who express themselves more naturally through sign language video. These challenges highlight the need to adapt not only educational content, but also communication practices and interaction systems to ensure genuine - not merely formal - inclusion.
Transforming the education system
The experience of the “Juan Montalvo” education centre demonstrates that inclusive ALE is not only feasible but urgently necessary. True inclusion involves more than trained teachers and interpreters; it demands a structural transformation of the educational environment that respects the linguistic, cultural and communicative characteristics of persons with disabilities.
This initiative also showcases the potential of deaf individuals as educators, creating empathetic and culturally relevant learning spaces. The involvement of deaf teachers not only enhances the quality of education but also fosters a stronger sense of belonging, identity and autonomy among learners. The practical example set by the “Juan Montalvo” education centre not only guarantees the right to education for deaf people but also provides a replicable model that supports the implementation of national and international agendas on educational inclusion.
