Towards the adoption of inclusive strategies for a non-sighted undergraduate student in an efl classroom: a case study
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Fecha
2011
Autores
Moreno-Navarro, Martha
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Editor
University College Plymouth St Mark & St John
Resumen
Descripción
Estudio de caso sobre el uso de diferentes estrategias tecnológicas y socio-afectivas para potenciar el aprendizaje de un estudiante invidente en clases de inglés como lengua extranjera en una universidad mexicana. The main objective of this case-study was to understand which inclusive strategies—
technological and/or socio-affective—tend to render a positive influence in the learning
process of a non-sighted undergraduate student enrolled in an English as a foreign language
programme in a Mexican private university. The inquiry focuses on one of the eight courses
that constitute the programme. Vygotsky’s views and their effects in inclusive education
founded the decisions taken regarding the implementations made to promote an inclusive
environment that may lead the non-sighted learner (NSL) to a successful achievement of
the course aims. On the one hand, adjustments within the technological area incorporated
the use of assistive technology, optimizing the use of JAWS—written-to-audio texttranslator—inside
and outside the classroom. On the other hand, adaptations within the
socio-affective field included the encouragement of mediation practices, the incorporation
of collaborative activities and the support of the NSL’s strengths. Data was gathered from
different stakeholders, which included the NSL himself, his former and intervention-group
teachers and peers, as well as external observers. Video-recordings, interviews, and
questionnaires were the means used to attain the data. Two main conclusions may be drawn
from the results obtained; first, that the mediation and collaborative practices incorporated
during the study promoted positive attitudes on the class as a whole and especially on the
target student, strengthening his self-esteem and, therefore, making his learning efforts
more successful; second, that supplying the NSL with information in advance and
optimizing his use of technological resources, provided him with egalitarian learning and
performing conditions throughout the course. This paper also aims to highlight the need for
further work regarding adaptations of textbooks and tests to make them more accessible to
NSLs. Finally, some conclusions and recommendations are presented in hope that they
inform teachers with non-sighted learners in their EFL classrooms.
Palabras clave
Educación Inclusiva, Invidentes, Docencia del Inglés, Estudios de Caso, Inclusive Education, Sightless, English Language Teaching
Citación
Moreno-Navarro, M. (2011).Towards the adoption of inclusive strategies for a non-sighted undergraduate student in an efl classroom: a case study. Dissertation submitted in part-fulfillment of the requirements for the Med in English Language Teaching