Deaf Diversity and Communicative Accessibility: Inventory of basic vocabulary in chilean sign language in eight public places in Antofagasta, Chile

Introduction: The study examined the communicative accessibility of students in Deaf Diversity in Antofagasta, Chile, and proposed a basic inventory in Chilean Sign Language (LSCh) for eight tourist sites, aligned with Law 20.370 and with intercultural phonoaudiology and Universal Design for Learning.Methods: A qualitative exploratory-descriptive design was applied in a high school with a School Integration Program. A non-probabilistic sample of three deaf students (12-17 years old) participated, with the mediation of a deaf co-teacher and the support of LSCh interpreters. After consents and assents, conducted eight sessions (September-October 2022) with presentation of visual stimuli, guided discussion and audiovisual recording. Coded data and developed a situated glossary.Results: Consensus was reached on the sign or classifier for Ruinas de Huanchaca, La Portada, Basílica Menor, Muelle Histórico, Plaza Colón, Reloj de los Ingleses, Catedral Metropolitana and Avenida Brasil. The videos showed durations between 30 and 86 seconds and evidenced vocabulary appropriation, student motivation and effective interaction in dyads with the linguistic model. The process favored the understanding of geographical semantic categories and strengthened participation in school activities.Conclusions: The proposal evidenced feasibility and relevance to reduce access barriers to local content through a situated visual-gestural inventory. It highlighted the role of deaf teachers and SAD materials for the assessment and initial teaching of geographic vocabulary. He recommended expanding the sample, validating with more linguistic models and developing open repositories of videos and didactic guides for teachers of different subjects.