Gracias a mi padre y a mi madre por sus sacrificios y esfuerzos, que han sido de gran ayuda para mí a lo largo de mi vida. A mis compañeros, mis profesores y amigos; Agradezco a todos desde el fondo de mi corazón y alma. La tesis informa sobre un estudio cualitativo sobre cómo incluir a un adulto ciego en un curso de inglés en una escuela primaria.
This research was intended to find out if it was possible to integrate a blind adult into an English class and to identify the materials and activities that helped to integrate him into the class. But those activities and materials that worked better were our key factors that helped us integrate him into an elementary English class. In addition, the results show that students' and teachers' availability is a key factor to integrate them successfully.
INTRODUCTION
- Introduction
- Rationale
- Location of research
- Significance of the study
- The context of the research
- Hypothesis
- Purpose of the study
- Aims of the study
- Research Questions
- Chapter conclusion
We were interested in this topic because we are concerned about the education of blind adults who want to learn English as a foreign language, since they are not taken into account in schools. This student strongly wanted and needed to learn English, but the teacher faced the problem that our school does not have the special resources to work with the blind, just as the teachers do not have the training. This study is important because it can help English teachers to work with a visually impaired person in the classroom.
It is important for pre-school teachers to have special training to work with the blind. It is important to see how valuable the role of each member of society is, and blind people are also part of society. In the following chapters, the literature review, methodology, results and conclusions will be developed.
LITERATURE REVIEW
- Introduction
- Disability
- Disability in Mexico
- Visual impairment
- Classification of visual impairment
- Origin of blindness
- A blind adult learning English as a Foreign Language
- How blind adults learn
- Reasons that blind people have to learn English
- Methodology
- Didactics
- Blind people in society and educational environment
- ELT programs
- Inclusive education in Mexico
This project focuses on a physical disability: blindness, which, according to the Australian Agency, is one of the most common disabilities in our Mexican country. Visual impairment is a global disease that does not differentiate between ages and can affect anyone. However, to continue the development of this research, it is necessary to know what visual impairment means, how it is classified and how to treat it in everyday life.
Visual impairment according to the National Center for Children with Disabilities (2012) is "the consequence of a functional loss of vision, rather than the eye disorder itself. The most common classification for visual impairment is that proposed by the World Health Organization (WHO, 2012). There are four levels of visual function, the first is normal vision, the second is moderate visual impairment, the third is severe visual impairment and the fourth is blindness.
Also the WHO explains that from this classification presented, moderate visual impairment combined with severe visual impairment is grouped under the term "low vision" and low vision together with blindness represents all visual impairment (para. 2). The causes of visual impairment presented by the World Health Organization (2012) are uncorrected refractive errors: myopia, hyperopia or astigmatism. As we have previously reviewed, the classification of visual impairment that the WHO (2012) suggests to us is that blindness is the inability to see.
She points out that a visually impaired student is one who does not have the sense of sight or has problems with it, but he or she uses the senses of touch and hearing to interact with teachers and classmates. Since blind people use touch and hearing senses to learn an L2, our research focused on the development of the following skills: speaking and listening. If the student is at the center of the teaching and learning process, blind people should be taken into account when designing teacher education programs.
Soler (1999) states that inclusive education is the education of blind and partially sighted students in regular schools.
METHODOLOGY
- Chapter Introduction
- Setting
- Subjects
- Research methodology
- Instrument
- Classroom observation form
- A structured interview
- Journal
- Data collection procedure
- Data Analysis
- Chapter Conclusion
He said they were not very successful due to many factors that affected his learning; Some of those factors were people's attitudes and the school environment. The research process involves emergent questions and the procedures, data typically collected in the participant's setting, data analysis that builds inductively from specifics to general themes, and the researcher making interpretations of the meaning of the data obtained. Those engaged in this form of research advocated a way of looking at research that respected an inductive style, a focus on individual meaning, and the importance of representing the complexity of a situation.
In addition, a questionnaire was created for Benjamin and a questionnaire for the rest of the group. They have been used in research on second language acquisition, teacher-student interaction, teacher education, and other aspects of language learning. We used a narrative inquiry that helped to analyze the results obtained using the proposed activities.
Finally, at the end of all activities, we conducted a survey among the rest of the group. During the implementation of the activities, we found it necessary to record them on video, for further evaluation and to enrich our diaries. Since this study was conducted by two researchers, we took on roles in the implementation of the activities, one of us was the instructor and the other was the one who made the video recordings, in the following activities the roles changed and so on during all sessions .
First, we analyzed the data from the two classroom observation forms; We appreciated that from the English teacher of that course. The record of the data collected from the two observations was written in Microsoft Word. The data analyzed allowed us to see how the activities and materials worked for Benjamin and the group.
In this chapter, we described the topics, framework, and research methodology used in the process of this research to collect our data.
RESULTS
- Introduction
- Aims and Research Questions
- Research questions
- Materials and activities that helped to integrate a blind adult in an elementary English class
- Materials
- Describing the set of activities
- Effective material and activities for our participant
- Inclusive education in an English class
- Chapter conclusion
One of the purposes of this research was to find out materials and activities to work with a blind adult to integrate him into an English classroom. One of the key factors that helped integrate the blind adult into an elementary English class was the materials used. To include data obtained from the transcription of the recordings, the number of the activity and the time are included in parentheses.
The only thing we could do was call the department doctor, but at the same time a student who was near the classroom called an ambulance, then the CELE director called his parents. At the beginning of the activity, the instructions were confusing and the students did not know how to do the activity. After it was explained again with an example, they were able to construct sentences in the future tense "will".
The purpose of the fifth activity was to repeat the simple past (see Appendix H, lesson plan 5). This activity was very useful as the students memorized the past simple and the past participle form of the verbs. Most of the material was useful to him, as he mainly used the sense of touch for recognition. In the first activity used, the material used was a scale model with the aim of including vocabulary about types of houses, means of transport and suggestions of place.
He worked in teams, he touched everything to recognize the material in the scale model. Writing the name of the products with "dimensional fabric paint" is a good technique to identify them, but our main participant points out that we could find people who do not know/recognize either the letters of the Spanish alphabet or braille. But the four of them stated that the goal of including Benjamin in the class had been achieved; this means that inclusive education took place.
In the following chapter we will give a summary of the results, we will check if our research questions were answered and if our objectives were achieved.
CONCLUSIONS
- Introduction
- Summary of results
- Accomplishment of aims
- Limitations
- Further research
- Personal reflection
- Final Comments
The teacher will give instructions to the students on how to use the thread and the box together. Students will follow the teacher's instructions and then students will give instructions to others. Students will use a ladder model to describe how they will get from one place to another.
OBJECTIVE: Students will put into practice what they have learned, this is about quantifiers, countable and uncountable nouns. The teacher will ask the students to line up in front of the store and they pretend to buy something they want. Students will look for each item, they should use quantifiers instead of an exact amount.
OBJECTIVE: Students will describe the process they followed to prepare a recipe of a dish/dessert. The teacher will ask students how to start a conversation between a customer and a waiter at a restaurant. Students will move tables and chairs to make the classroom look like a restaurant.
OBJECTIVE: Students will create a short conversation about their fortunes in order to integrate vocabulary about holidays, lucky numbers, and anything else to use the "will" tense as well. Students will listen to a section explaining the future tense "will", the structure and some examples. Students In this activity students will hear a sound and they have to identify what it is.
OBJECTIVE: Students will describe a situation related to their last vacation; they will report the vocabulary already learned and the use of the simple past tense to perform a short. This activity consists in the students following a series of numbers from 1 to 50; in which the students will remove multiples of the number 5. The teacher will play a list of nature sounds on the computer (they refer to those sounds when we go somewhere during the holidays).
