The fight for inclusive and quality education based on the right of everyone to receive an education that promotes lifelong learning as it is at the top level. This research is focused on the teachers working at a university level and the challenges they have to face teaching students with visual impairments.
Introduction to the problem
Moreover, to promote a culture in the whole community where all the students who need to be accompanied get the help of the rest of the students. Therefore, the following question arises: What do LEI teachers do to meet the challenge of integrating visually impaired students with the rest of the class.
Research questions
General Objective
Specific Objective
Purpose of the study
Significance of the study
Methodology
Key terms
In this chapter, topics such as inclusiveness, inclusive education, teaching-learning a foreign language and teaching for students with disabilities will be developed. Also, how SEP, UNESCO, ANUIES, BUAP classify and define inclusive education will be examined in this chapter.
Inclusive education
- Inclusive policies in higher education in Mexico
- The UNESCO
- The ANUIES
- The SEP
- The BUAP
- Universidad Complutense de Madrid (UCM)
- Characteristics of Inclusive Education in the institutions
It is also considered a leader among the country's higher education institutions and has a solid international standing. Partial inclusion: Children with special needs are taught in mainstream classrooms most times of the day.
Disability vs Handicapped
Early detection and treatment is very important for the child's rehabilitation and development. Students with visual impairments should be moved around the classroom or other areas of the school just like their sighted peers. The teacher of students with visual impairments is the central figure in the educational team of the students.
The elaboration of methodological and didactic material aimed at teachers, students, parents and mothers of a family, which contributes to the scholastic inclusion of the students with a visual impairment. Providing information to the teachers about the students with disabilities they will have in their groups and training them is an obligation of the institution as the student can be taught properly in this way. To know whether in the programs of the faculty study plan the learning rhythms and the social, cultural and linguistic characteristics of the students are taken into account.
Know whether different strategies and/or teaching-learning activities are used in the learning sessions according to the students' needs.
Definition of visual impairment
Description and classification of visual impairment
It also says that the teacher should create a dialogue or a conversation using three-dimensional materials or printed drawings to present to the visually impaired student, and the rest of the class should present in words or pictures. It seeks to enhance lifelong learning and autonomous student work through action and experimentation. The research began with a statement of the purpose of the study, which was what strategies LEI teachers use to include visually impaired students in the Faculty of Languages of Benemérita Universidad Autónoma de Puebla.
Then questionnaire questions and research questions were drafted which guided the project. On the other hand, the social, cultural and linguistic characteristics of the students are considered within the curriculum according to the majority of teachers and the rest show us that they are not (Chart 6). As can be seen (Chart 7), the curriculum programs do not provide guidance in any of the situations such as: making adjustments to support the learning of students with learning difficulties or with poor visual appearances.
Developing tutoring sessions to support the learning of students with learning disabilities or poor visual skills, and working with other teachers or staff at the educational institution to support the learning of students with learning disabilities or visual impairments.
Signs of visual impairment
How students with visual impairment learn
Providing equal access to all individuals with this type of disability involves much more than providing ramps or special corridors. Students with this type of disability can and do succeed, but at different rates and often in different orders. For this reason, there must be considerable intervention by an educational team to ensure that the appropriate development does take place.
The Role of the institution
This means that the students need more than this; students need an education system that meets their individual needs because vision is fundamental to the learning process. The school must accept this diversity and propose an educational intervention in which optimal development of all students is possible. The training of the teacher's new position is to train the members of the group so that they can help colleagues who need it.
Role of the teacher working with visual impairment students
Characteristics English teachers have to teach to visual impairment
Working with students with this kind of disability into the university
How to face this kind of challenge
The SEP stated in its 1997-1998 report that student teachers should take a special education course. Teacher training institutions that prepare special education teachers to focus on vision, hearing, language and mental retardation. Therefore, it is difficult or impossible to learn pedagogical techniques used in regular schools.
Characteristics teacher must have to teach visual impairment
The experience of teachers in the teaching-learning process, in this case the amount of years a teacher has, is not a guarantee of a favorable attitude towards educational inclusion. Only experience can help meet the needs of each student, as each student has different needs. For this reason, the teacher must constantly train himself to respond to the pedagogical challenge of facing students with this type of disability in every classroom.
Strategies teachers use to teach a foreign language to visual impairment
However, they need additional time and the student must wait for the material to be produced for them. TV and video/DVD are generally less problematic, but students should be told when they will be used. I will add that teachers should also be told when they have students with these characteristics in their classes so that they are ready to work with them with the right material and also receive training to work with them.
Strategies used to teach in Inclusive Education
The Training of Special Education teachers on methodological strategies to eliminate and minimize the barriers to learning and participation faced by students with visual impairments (blind or with low vision) within the framework of the Care Model of CAM and USAER Special Education Services, MASEE 2011. The development of technical, pedagogical orientations for CAM and USAER teachers on didactic strategies aimed at curriculum access, favoring the teaching and learning processes of students with visual impairments, for the development of life skills and the achievement of the graduation profile. From a pedagogical perspective, some of the strategies and resources that are suggested are based on constructivist approaches and presuppositions that seek meaningful learning.
The students
Characteristics of visual impairment students
Know whether the LEI/LEF coordination informs teachers whether they will have students with disabilities in their classrooms in each period. Know whether the LEI/LEF coordination informs teachers whether students with disabilities come into the classroom. This may be because they are not used to having students with different disabilities in their groups.
The role of the students in inclusive classes
Methodologies and Strategies followed in an inclusive school
Method
Survey
Setting
Participants
Teachers
Ages
Instrument
Questionnaire
In the second part, the intention was to determine what they know about inclusive education and, if so, whether they took training and how they can use techniques. To choose the version, the teachers were asked if they could answer the questionnaire by hand if they had time. If they did not have time, then they were asked if they had time to answer it online.
Procedure
The first one is designed to obtain real information about a participant's profile in the first part. This chapter shows the results and interpretation of the information collected from the questionnaire applied to the teachers of the Faculty of Languages to find out how much they know about inclusive education and how they can face any problem that a visual impairment in their classroom offers.
General data
Academic Training
As we can see (Graph 2) some of the teachers specialized in masters, where most of them graduated in English teaching and the rest in higher education and education sciences.
Inclusive Education
Teachers were asked if they had attended any courses related to inclusive schools, how to identify differently abled students in the classes I teach, how to include differently abled students in my classes, treatment they should be given students with different abilities. inclusion of blind and/or visually impaired students, Strategies for use with blind or visually impaired students. The results obtained show that 33.3% of teachers have attended a training course for inclusive schools and another 66.7% on how to identify students with different disabilities within their classroom. However, students with visual impairments are not the only ones within the educational institution where teachers face this great challenge of teaching a second language, as the chart below (Graph 5) shows, some students have learning problems slow as well as students who have hearing problems.
Material
The pie shows that only 14.3% of the teachers mentioned that the coordinator of the program informed them that he or she will attend students with disabilities, and the other 85.7% mentioned that the coordinator did not give them the information or the training does not offer (Fig. 7). . The results show that most of the teachers mentioned that within the curriculum the students' learning rhythms are not taken into account, while the rest say that they are taken into account. To know if the curricular programs provide orientations to make adjustments to support the learning of students with learning difficulties or poor visuals, develop tutoring sessions to support the learning of students with learning difficulties or poor visuals, collaborate with other teachers or staff of the educational institution to support the learning of students with learning difficulties or visual impairments.
Training
As can be seen (Graph 9), the same number of teachers said that different strategies and teaching-learning activities are always, almost always or rarely used according to the needs of the students and only one teacher said that they are never used.
Research Context
Conclusions
Answers to the Research Questions
Implications
Then when learning a new one without the material and teacher previously trained, it can be difficult for them to identify certain words that English has their grammar and how to identify which words are the correct ones at that time to express. This kind of disability is not a new one; it has a lot of time with which people can be born or happen during an accident, but as it can be remembered, there were trained teachers who worked in special schools, so the rest of the teachers did not see the need to train or learning about how to teach students with different abilities. However, nowadays, with the topic of inclusion in mainstream schools, it has become important for teachers to learn about these topics.
Limitations
Speaking for future teachers, it is important that these topics are included in the curriculum in order to make students aware that they may have students with these characteristics, so that they have the strategies and tools to apply when faced with a situation like this.
Directions for further research
2, 4-5 Retrieved from http://cmas.siu.buap.mx/portal_pprd/wb/comunic/con_sistemas_digitales_un iversitarios_de_la_buap_b. 20 Retrieved from http://www.buap.mx/vision/discap/manual.pdf. 2017) Characteristics of a visually impaired child. Retrieved from http://www.afb.org/info/programs-and-services/professional-development/teachers/inclusive-education/1235.
