English Teachers’ Professional Development for Guiding the English Learning Process in Inclusive Classrooms

Esta investigación surge de la reflexión sobre el desempeño de la enseñanza del inglés para la enseñanza del inglés en aulas inclusivas que tienen estudiantes con discapacidad auditiva. Este estudio de investigación puede ayudar (EFL) a los profesores de inglés como lengua extranjera a facilitar las clases de inglés para estudiantes con discapacidades auditivas en una clase inclusiva. Posteriormente, los estudiantes con discapacidades auditivas pueden recibir ayuda en su proceso de aprendizaje como consecuencia de la conciencia de los docentes en la revisión de la planificación de la clase para crear un entorno inclusivo y existente y significativo. La metodología de investigación que se utilizó en el presente estudio fue la investigación cualitativa. El investigador utilizó la metodología de investigación cualitativa para observar, describir e interpretar actividades y situaciones sobre el desarrollo profesional de los profesores de inglés para guiar el proceso de aprendizaje de inglés en aulas inclusivas. Se creó una propuesta pedagógica sostenida en los talleres aplicados a la pedagogía como modelo de enseñanza y aprendizaje, lo que promueve un tiempo de reflexión relacionado con las prácticas actuales de los profesores de inglés en aulas inclusivas. Después de la implementación de los talleres surgieron algunos hallazgos significativos. Por ejemplo, los profesores de inglés promovieron el aprendizaje cooperativo como una estrategia de enseñanza exitosa que aprovecha las diferencias de los estudiantes. Por lo tanto, todos en la clase pueden aprovechar la diversidad. Como resultado de la implementación de los talleres, los profesores de inglés planificaron cambios en las metodologías actuales de enseñanza del inglés, es decir, los profesores de inglés centraron sus metodologías de enseñanza a través de las exposiciones y la fluidez en la comunicación que el aprendizaje de las reglas gramaticales. En consecuencia, los resultados del presente estudio pueden proporcionar información fundamental para el desarrollo profesional de los profesores de inglés en relación con la implementación de diferentes estrategias en el aula que pueden facilitar el aprendizaje de los alumnos D / HH en un contexto de integración o inclusivo. De esta manera, los estudiantes de D / HH pueden avanzar en su proceso de aprendizaje como consecuencia de la conciencia de los maestros en la adaptación de la planificación de la clase para crear un entorno de investigación real y significativo.This research emerges from the reflection about English-teaching performance for teaching English in inclusive classrooms that have hearing impaired students. This research study can help (EFL) English as foreign language teachers to ease English classes to hearing impaired students in an inclusive class. Subsequently, hearing impaired students can be aided in their learning process as a consequence of teachers‘ consciousness in the revision of the class planning in order to create and existent and meaningful inclusive environment. The research methodology that was used in the current study was qualitative research. The researcher used the qualitative research methodology to observe, describe, and interpret activities and situations about English teachers‘ professional development for guiding the English learning process in inclusive classrooms. A pedagogical proposal was created sustained in the workshops applied to the pedagogy as a model of teaching and learning, this promote a reflection time related to English teachers‘ current practices in inclusive classrooms. After the implementation of the workshops emerged some significant findings. For instance, the teachers of English promoted cooperative learning as a successful teaching strategy that takes advantage of students‘ differences. Therefore, everyone in the class can take advantage of diversity. As a result of the implementation of the workshops the teachers of English, planned changes in the current English teaching methodologies, namely, the teachers of English focused their teaching methodologies through the expositions and fluency communication than the learning of grammar rules. Consequently, the results of the present study can provide fundamental information for English teacher‘s professional development concerning the implementation of different classroom strategies that can facilitate D/HH students learning in an integration or inclusive context. In this way, D/HH learners can advance in their learning process as a consequence of the teachers` awareness in the adaptation of class planning in order to create a real and meaningful research environment

Stimulating mathematical communication with SPECOMATSO technology development based on digital literacy

Mathematical communication is crucial in inclusive mathematics teaching and learning to convey mathematical symbols. However, teaching mathematical symbols to deaf students in inclusive classrooms has been a persistent challenge due to the lack of specialized sign language for mathematical expressions. Media, such as SPECOMATSO technology, can serve as a bridge to address this issue. This research focused on developing valid and practical SPECOMATSO technology to strengthen students’ literacy and facilitate the delivery of mathematical symbols, which previously posed difficulties for teachers in inclusive settings. The research combined the Alessi Trollip and V-waterfall models, encompassing seven development stages: analysis, design, implementation, unit testing, integration testing, system testing, and acceptance testing. The research instruments included observation and interview guidelines, a product validation questionnaire, and a student response questionnaire. This study produces SPECOMATSO technology that is valid and practical for learning plane geometry and angles in mathematics. Although this development still needs improvement in fixative abilities, such as storage and editing functions, it is expected to strengthen digital literacy and stimulate mathematical communication among deaf students who face challenges related to their limited auditory capabilities

Teaching EFL and ESL to deaf and hard of hearing students

El propósito de esta síntesis de investigación fue identificar y reportar los métodos y estrategias usadas en aulas de EFL y ESL para enseñar a estudiantes sordos y con problemas de audición (D/HH en Inglés). Para esta síntesis de investigación bibliográfica se usaron veintinueve artículos recuperados de repositorios digitales. En cuanto a los criterios considerados para integrar los artículos en este estudio, los métodos de los artículos fueron de índole cuantitativa, y cualitativa mixta. Además, se analizaron estudios realizados en diferentes niveles educativos. Cabe mencionar que los artículos tomados en cuenta para esta síntesis fueron publicados dentro de los últimos veintisiete años, considerando el enfoque de esta investigación, es un plazo relativamente adecuado. De acuerdo a los objetivos de esta investigación, se analizaron diferentes métodos y estrategias de EFL y ESL, así como sus correspondientes modificaciones realizadas por los docentes, y finalmente las percepciones de los educadores y estudiantes hacia los métodos modificados. Los resultados de la síntesis de investigación mostraron que el método más eficaz en aulas de EFL/ESL para ser modificado y utilizado con estudiantes D/HH fue principalmente “Grammar Translation Method”. Además, los resultados mostraron que los métodos menos usados fueron “Whole Language Teaching”, “Multisensory Approach”, “Natural Approach”, “TPR”, y “Visual-Spatial Approach”. Asimismo, los métodos EFL/ESL que fueron modificados y aplicados presentaron más percepciones positivas que negativas tanto de maestros como de estudiantes D/HH. Finalmente, hubieron recomendaciones importantes basadas en la considerable cantidad de brechas de investigación identificadas a través del análisis de datos, que servirían para estudios posteriores.The purpose of this research synthesis was to identify and report the effective methods and strategies used in EFL and ESL classrooms to teach deaf and hard of hearing (D/HH) students. For this exploratory bibliographical research synthesis, twenty-nine articles retrieved from online databases were used. Regarding the criteria considered to integrate articles in this study, the articles could be either quantitative, qualitative or mixed methods in nature. Furthermore, studies conducted in different levels of education were analyzed. It is important to mention that the articles taken into account were published within the last twenty-seven years, which considering the focus of this research, is a relatively appropriate timeframe. According to the objectives of this research, the different EFL and ESL methods and strategies were analyzed, as well as their corresponding modifications by the teachers, and lastly the perceptions of the educators and students towards the modified EFL and ESL methods. The research synthesis results showed that the most effective method in the EFL/ESL classroom to be modified and used with D/HH students was primarily the Grammar Translation Method. Furthermore, the results showed that the least used methods were EFL/ESL methods Whole Language Teaching, Multisensory Approach, Natural Approach, TPR, and Visual-Spatial Approach. In addition, the EFL/ESL methods that were modified and applied presented more positive than negative perceptions from both teachers and D/HH students. Finally, there were important recommendations based on the considerable amount of research gaps identified through the analysis of the data, which should serve for further studies.Licenciado en Ciencias de la Educación en Pedagogía de los Idiomas Nacionales y ExtranjerosCuenc

Related Services for Vermont\u27s Students with Disabilities

The purpose of Related Services for Vermont’s Students with Disabilities is to offer information regarding related services that is consistent with IDEA and with Vermont Law and regulations. It also describes promising or exemplary practices in education, special education, and related services. The manual’s content applies to all related services disciplines which serve students with disabilities, ages 3 through 21, who have an Individualized Education Program (IEP)

The Perceived Importance and Ability of Secondary Agricultural Education Teachers Regarding Accommodating Students with Exceptionalities: A Mixed Methods Study

Each year, the number of students who have a documented disability in public schools in the U.S. has increased. However, SBAE instructors continue to identify a lack of confidence when teaching students with exceptionalities. This lack of confidence is exacerbated by a lack of professional development opportunities and preservice training offered by teacher preparation programs regarding teaching students with special needs. To better understand this complex issue, this mixed methods investigation sought to describe Louisiana SBAE instructors’ previous educational experiences focused on accommodating students with special needs and describe their desired professional development opportunities regarding accommodating students with special needs. This study’s quantitative strand employed a Borich style online survey in which participants indicated their perceived relevance and ability when accommodating different disability categories as well as utilizing specific strategies when teaching students with special needs through mean weighted discrepancy scores (MWDS). Concurrently, in the qualitative strand, participants completed semi-structured interviews to share their lived experiences central to the phenomenon. Following data collection, the point of interface occurred when I interpreted findings to compare existing convergences and divergences of the data. Overall, the strands converged regarding the need for additional professional development for Louisiana SBAE instructors when accommodating students with exceptionalities, specifically concerning the disability types of blindness or a visual impairment, deafness or hearing impairment, autism, and emotional or behavioral disorders. In addition, inclusion strategies arose as the agricultural teachers desired to better understand the legal regulations of teaching students with special needs in the classroom as well as through FFA and SAE activities. As a result of the investigation, I provided recommendations for tailoring professional development events for Louisiana SBAE instructors in ways that feature the key findings of this investigation

An investigation into the effectiveness of teaching and support that deaf children receive in dance classes in Primary schools

This thesis investigates the teaching and support which deaf pupils receive in Primary school dance classes. Adopting a social model of disability, I emphasise the need to establish a learning environment which promotes a positive view of deafness and the use of sign language. This project posed three research questions. First, what support are deaf pupils eligible to receive in Primary school dance classes? Second, what teaching and support do Primary schools provide for deaf pupils in dance classes? These first two questions examine the relations between legislation and practice. The third question was what recommendations can be made to improve teaching and support to facilitate the access and participation of deaf children in Primary school dance classes in different educational settings? This research critiques the teaching and support by reviewing statutes, Primary school dance education theories and the literature on dance and disabilities, and by analysing observations of and interviews with students and teachers in dance lessons. There is a significant lack in the literature of any discussion about deaf people in the field of dance and disability and this study fills that gap. Its contribution to knowledge lies in showing the reality of Primary schools’ inclusion of deaf students in different educational settings of dance. It proposes the term ‘emotional inclusion’ of deaf students as a more appropriate model of thinking about diversity than simply integration or inclusion. The effectiveness of teaching depends on what its aims are; however, the suggestions and recommendations made in this thesis can be widely used by other teachers or schools to reflect on their own teaching and support with a deaf researcher’s view. They will also help other teachers to prepare and teach dance to classes which include deaf students. It is hoped that this research will help us to understand deaf students and introduce Government policies to provide them with more dance opportunities

Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia

The purpose of this study was to investigate the variables associated with the implementation of Universal Design for Learning (UDL) and identify the barriers that could prevent the implementation of UDL. This study included the initial perceptions of teachers of students who are deaf and hard of hearing in Riyadh, Saudi Arabia. The study discussed implications for integration of UDL in day-to-day practices as well as in the country's education policy. Therefore, this study was divided into two major stages to obtain a better understanding of UDL through teachers’ practice. The first stage was to investigate and conduct a broad assessment of the current implementation level of the three UDL principles (engagement, representation, and action and expression) and the barriers to implementing UDL among teachers in Saudi schools. The total participants in this stage were 269 teachers. The second stage was a follow-up procedure after assessing the teachers’ needs through a specially designed intervention that provided training sessions for 67 teachers. The results of the intervention indicated significant differences among teachers before and after taking the training sessions associated with their understanding and level of concern. Teachers have indicated interest in knowing more about UDL and adopting it into their practices; they reported that UDL has benefits that will enhance their performance for supporting student learning

Empowerment of Assistive Technologies with Mobile Devices in a DUI Ecosystem

AbstractEven though mobile devices already play an important role in assisting people with disabilities in their daily and professional lives, there are opportunities to further advances by developing assistive technology with Distributed User Interfaces (DUIs). DUIs empower not only the individual but also the environment. In order to support exploration of this concept, we present a mobile application developed with DUI characteristics in an educational context. We discuss achieved results in the light of the empowerment objective

Challenges in Inclusiveness for People with Disabilities within STEM Learning and Working Environments

This report is a reflection on the necessity for the inclusion of people with disabilities in the field of STEM and the different methods and processes that need to be revised or implemented to achieve this goal. It will delve into further detail about the challenges facing PWDs in STEM through interview anecdotes and survey results. Each solution offered will be accompanied by thorough research and support. Policymakers, teachers and students may use these recommendations to break down barriers to STEM careers and build a more inclusive future

Using Information Communications Technologies to Implement Universal Design for Learning

The purpose of this paper is to assist Ministries of Education, their donors and partners, Disabled Persons Organizations (DPOs), and the practitioner community funded by and working with USAID to select, pilot, and (as appropriate) scale up ICT4E solutions to facilitate the implementation of Universal Design for Learning (UDL), with a particular emphasis on supporting students with disabilities to acquire literacy and numeracy skills. The paper focuses primarily on how technology can support foundational skills acquisition for students with disabilities, while also explaining when, why, and how technologies that assist students with disabilities can, in some applications, have positive impacts on all students’ basic skills development. In 2018, USAID released the Toolkit for Universal Design for Learning to Help All Children Read, section 3.1 of which provides basic information on the role of technologies to support UDL principles and classroom learning. This paper expands upon that work and offers more extensive advice on using ICT4E1 to advance equitable access to high quality learning. Like the UDL toolkit, the audience for this guide is mainly Ministries of Education and development agencies working in the area of education, but this resource can also be helpful for DPOs and non-governmental organizations (NGOs) wishing to pilot or spearhead ICT initiatives. Content for this paper was informed by expert interviews and reviews of field reports during 2018. These included programs associated with United Nations, Zero Project, World Innovation Summit, UNESCO Mobile Learning Awards, and USAID’s All Children Reading: A Grand Challenge for Development. Relevant case studies of select education programs integrating technology to improve learning outcomes for students with disabilities were summarized for this document