suggesting techniques to teach visually impaired students

i

UNIVERSIDAD AMERICANA

ENGLISH TEACHING MAJOR

TESIS To obtain the Licenciatura Degree in English Teaching

SUGGESTING TECHNIQUES TO TEACH VISUALLY IMPAIRED

STUDENTS USING THE LISTENING SKILL, IN THE ENGLISH

LESSONS

ERNISTEN SHARLIN SUÁREZ MOREIRA

San José, Costa Rica June, 2015

ii

TRIBUNAL EXAMINADOR

Esta Tesis o Proyecto fue aprobada por el Tribunal Examinador de la Carrera

de__________________________________________________ de la

UNIVERSIDAD AMERICANA, como requisito para optar por el Grado de

_________________________.

Lic. José Alejandro González Waterhouse M.sc. Graciela Ferreiro

Santamaría

Nombre y Grado Académico Nombre y Grado Académico

Tutor Lector Licda. María del Rocío Ruiz Ortega Bach. Ernisten Sharlin Suárez Moreira

Nombre y Grado Académico Académico Sustentante

Lector

iii

DECLARACIÓN JURADA

Yo, Ernisten Sharlin Suárez Moreira alumno (a) de la UNIVERSIDAD

AMERICANA, declaro bajo la fe de juramento y consciente de las

responsabilidades penales de este acto, que soy Autor Intelectual de la Tesis de

Grado titulada: Recommend techniques to teach visually impaired students

improving the listening skill, in the English lessons, por lo que libero a la

Universidad de cualquier responsabilidad en caso de que mi declaración sea falsa.

San José, a los____ días del mes de_______________ del año ___________.

Ernisten Sharlin Suárez Moreira

1-1439-0301

Nombre y No. de Cédula Sustentante

iv

DEDICATORY

I dedicate this work to my teachers from high school. They inspired me to

study English Teaching with their hard work and the love demonstrated to English

teaching. Additionally, this paper is for my daughter that is the little person that has

encouraged me to work with dedication and commitment.

v

Table of Contents

TRIBUNAL EXAMINADOR ................................................................................................... ii

DECLARACIÓN JURADA .................................................................................................... iii

DEDICATORY ....................................................................................................................... iv

ABSTRACT ....................................................................................................................... xi

CHAPTER I ............................................................................................................................ 1

INTRODUCTION ................................................................................................................ 1

1.1 Problem Statement .............................................................................................. 1

1.2 Hypothesis ................................................................................................................. 2

1.3 Objectives ............................................................................................................. 3

1.3.1 General Objective .................................................................................................. 3

1.3.2 Specific Objectives ................................................................................................. 3

1.4 Scopes and Limitations ............................................................................................. 4

1.4.1 Limitations .............................................................................................................. 4

1.5 Justification ................................................................................................................ 5

1.6 Main Antecedents ..................................................................................................... 7

1.7 Institutional Framework ................................................................................................. 8

CHAPTER II ........................................................................................................................... 9

THEORETICAL FRAMEWORK ......................................................................................... 9

2.1 Education in Costa Rica ......................................................................................... 9

2.2 Ministerio de Educación Pública de Costa Rica (M.E.P) ................................. 11

2.3 English Teaching as a Foreign Language ..................................................... 12

2.4 Curricular Accommodations........................................................................... 13

2.5 Special Education ............................................................................................ 14

2.6 Special Education Programs and Official Syllabus ..................................... 15

2.7 Centro Nacional de Recursos para la Educación Inclusiva (CENAREC) .. 17

2.8 Instituto de Rehabilitación y Formación Helen Keller ........................................ 18

2.9 Equality and Diversity ............................................................................................. 19

3. Visual Impairment ..................................................................................................... 20

3.1.1 Types of Visual Impairment ................................................................................. 21

vi

3.1.2 Myopia .................................................................................................................. 21

3.1.3 Hyperopia ............................................................................................................. 22

3.1.4 Astigmatism .......................................................................................................... 23

3.1.5 Blindness .............................................................................................................. 23

3.1.6 Retinitis Pigmentosa ............................................................................................ 24

3.1.7 Low Vision ............................................................................................................ 24

3.2 Assessment of Visually Impaired Students’ Needs ................................................ 25

3.3 Needs of Visually Impaired Students in the Class ................................................. 26

3.4 Parents and Teachers Collaboration ...................................................................... 27

3.5 Challenges to Include Students with Specific Visual Impairment to the Classroom

29

3.6 Techniques to Teach Visually Impaired Students in the Listening Skill .............. 30

3.7 Teaching Listening ................................................................................................ 32

CHAPTER III ........................................................................................................................ 33

METHODOLOGICAL FRAMEWORK .............................................................................. 33

3.1 Method..................................................................................................................... 33

3.2 Type of Research .................................................................................................... 34

3.3 Subjects of Research .............................................................................................. 35

3.4 Population ............................................................................................................... 36

3.5 Sample ................................................................................................................... 37

3.6 Variables ................................................................................................................. 37

3.6.1 Listening Techniques ........................................................................................... 37

3.6.1.1 Conceptual Definition ........................................................................................ 37

3.6.1.2 Instrumental Definition ...................................................................................... 38

3.6.1.3 Operational Definition ....................................................................................... 38

3.6.2 Knowledge of English Educators about English teaching to visually impaired

students ......................................................................................................................... 39




3.6.3 Importance of auditory memory ........................................................................... 40




vii

3.7 Types of Instruments ............................................................................................... 42

3.8 Descriptions .............................................................................................................. 42

3.8.1 Questionnaire to teachers of regular students .................................................... 42

3.8.2 Questionnaire to teachers of sight impaired students ......................................... 43

3.8.3 Interview to specialist ........................................................................................... 43

3.8.4 Class’ Observation ............................................................................................... 44

3.8.5 Booklet ................................................................................................................. 44

CHAPTER IV ........................................................................................................................ 45

DATA ANALYSIS ............................................................................................................. 45

4.1 Instruments’ Results................................................................................................ 45

CHAPTER V ......................................................................................................................... 98

CONCLUSIONS AND RECOMMENDATIONS ............................................................... 98

Conclusions..................................................................................................................... 98

Recommendations ........................................................................................................ 101

BIBLIOGRAPHY ............................................................................................................ 103

APPENDIX ...................................................................................................................... 112

Table of Charts

4.1.1 Questionnaire made to Teachers of Visually Impaired Students ........................ 45

Chart No. 1 ........................................................................................................................... 46

Opinion of Educators from Helen Keller Institution about facing challenges when

teaching visually impaired students ................................................................................ 46

Chart No. 2 ........................................................................................................................... 48

Educators’ knowledge of specific techniques to teach visually impaired students .. 48

Chart No. 3 ........................................................................................................................... 49

Existence of Preparation Regular Teachers can take in order to Teach Visually

Impaired Students .............................................................................................................. 49

Chart No. 4 ........................................................................................................................... 50

Existence of special syllabus to work with visually impaired students ...................... 50

Chart No. 5 ........................................................................................................................... 51

viii

Amount of Professors who Received Lessons to Teach VI Students at The

University ............................................................................................................................ 51

Chart No. 6 ........................................................................................................................... 53

Existence of enough preparation to meet classroom’s challenges ............................. 53

4.1.2 Class Observation ..................................................................................................... 54

Chart No. 1 ........................................................................................................................... 54

Teaching Technique Used by Professor at the Instituto de Rehabilitación y

Formación Helen Keller ..................................................................................................... 54

4.1.3 Questionnaire made to Regular Teachers.............................................................. 56

Chart No. 1 ........................................................................................................................... 57

Teachers' Confidence regarding Teaching Students with Visual Disabilities ............ 57

Chart No. 2 ........................................................................................................................... 59

Teachers who received training to teach visually impaired students ......................... 59

Chart No. 3 ........................................................................................................................... 61

Teachers' knowledge about supportive institutions ...................................................... 61

Chart No. 4 ........................................................................................................................... 62

Teachers who consider a challenge to teach visually impaired students .................. 62

Chart No. 5 ........................................................................................................................... 65

Teachers who know what to do in case they need help with visually impaired

students ............................................................................................................................... 65

Chart No. 6 ........................................................................................................................... 67

Professors who know techniques to teach visually impaired students ...................... 67

4.1.4 Interview to a Special Education Professor ........................................................... 68

Chart No. 1 ........................................................................................................................... 72

Prefers to sit closer to the professor ............................................................................... 72

Chart No. 2 ........................................................................................................................... 73

Students who use flashcards to learn new words; read them out loud ...................... 73

Chart No. 3 ........................................................................................................................... 75

Students who read stories, assignments, or directions out loud ................................ 75

Chart No. 4 ........................................................................................................................... 77

Have test questions read to him/her out loud................................................................. 77

Chart No. 5 ........................................................................................................................... 79

Study new material by reading out loud .......................................................................... 79

Study new material by reading out loud .......................................................................... 80

ix

Chart No. 6 ........................................................................................................................... 81

Participate in activities that involve touching, building, moving, or drawing ............ 81

Chart No. 7 ........................................................................................................................... 82

Do lots of hands-on activities like completing art projects, taking walks, or acting

out stories ........................................................................................................................... 82

Chart No. 8 ........................................................................................................................... 83

Student chews gum, walks around, or rocks in a chair while reading, or studying .. 83

Chart No. 9 ........................................................................................................................... 85

Trace words with the finger to learn spelling (finger spelling) ..................................... 85

Chart No. 10 ......................................................................................................................... 87

Take frequent breaks during reading or studying periods (frequent, but not long) .. 87

Chart No. 11 ......................................................................................................................... 88

Student taps a pencil, shakes the foot, or holds on to something while learning. .... 88

Chart No. 12 ......................................................................................................................... 89

Use a computer to reinforce learning through the sense of touch .............................. 89

Chart No. 13 ......................................................................................................................... 91

Sit near the front of the classroom................................................................................... 91

Chart No. 14 ......................................................................................................................... 92

Use flashcards to learn new words .................................................................................. 92

Chart No. 15 ......................................................................................................................... 94

Write down key words, ideas, or instructions ................................................................ 94

Chart No. 16 ......................................................................................................................... 96

Avoid distractions during study times ............................................................................ 96

Table of Graphs

Graph No. 5 ......................................................................................................................... 52


University ............................................................................................................................ 52

Graph No. 1 ......................................................................................................................... 55


Formación Helen Keller ..................................................................................................... 55

x

Graphic No. 1 ...................................................................................................................... 58

Teachers' Confidence regarding Teaching Students with Visual Disabilities ............ 58

Graphic No. 2 ...................................................................................................................... 60

Teachers who received training to teach visually impaired students ......................... 60

Graphic No. 3 ...................................................................................................................... 61

Teachers’ knowledge about supportive institutions...................................................... 61

Graphic No. 4 ...................................................................................................................... 64

Teachers who consider a challenge to teach visually impaired students .................. 64

Graphic No. 5 ...................................................................................................................... 66


students ............................................................................................................................... 66

Graphic No. 6 ...................................................................................................................... 67

Professors who know Techniques to Teach Visually Impaired Students ................... 67

Graph No. 2 ......................................................................................................................... 74

Students who use flashcards to learn new words; read them out loud ...................... 74

Graph No. 3 ......................................................................................................................... 76

Students who read stories, assignments, or directions out loud ................................ 76

Graph No. 4 ......................................................................................................................... 78

Have test questions read to him/her out loud................................................................. 78

Graph No. 4.6.8 ................................................................................................................... 84

Students chew gum, walk around, or rock in a chair while reading, or studying ...... 84

Graph No. 9 ......................................................................................................................... 86

Students who prefer to trace words with the finger to learn spelling (finger spelling)

.............................................................................................................................................. 86

Graph No. 12 ....................................................................................................................... 90

Use a computer to reinforce learning through the sense of touch .............................. 90

Graph No. 14 ....................................................................................................................... 93

Use of flashcards to learn new words ............................................................................. 93

Graph No. 15 ....................................................................................................................... 95

Write down key words, ideas, or instructions ................................................................ 95

Graph No.16 ........................................................................................................................ 97

Avoid distractions during study times ............................................................................ 97

xi

ABSTRACT

The purpose of this research is to demonstrate that not only special educators but

also English teachers should be prepared to teach visually impaired students. Additionally,

part of this thesis is to provide English teachers with techniques they can use in the class

with this population in order to raise awareness about the importance of being ready to

attend this people in the English classroom. Moreover, as an educational system with

inclusive education it is significant to provide the least restrictive environment where all

visually impaired learners’ needs are meet. Although, it is imperative to mention that it is

not the intention of this research to say that the intervention of specialist is not necessary,

but the fact of being an English teacher does not mean being unprepared.

In this research there are several techniques and activities that teachers can use in

order to teach students with visual impairment, not only on the listening skill but also in

other areas as during the research it was found that the listening skill can be developed

with learning styles, like the kinesthetic style. However, on order to gather this information

was necessary to observe and consult the way teachers of visually impaired students

teach in their classrooms and the challenges faced by them. This research was conducted

primarily at Helen Keller Institute located in Desamparados. It employed qualitative design

using one English teacher with 5 visually impaired students.

The findings revealed that preparation of teaching resources, like audio and tactile

materials, reading braille writings is a must in order to have inclusive education.

Additionally, results showed that English teachers can apply regular techniques and

xii

activities with VI students making some modifications without affecting content and

meaning.

1

CHAPTER I

INTRODUCTION

1.1 Problem Statement

Currently, in Costa Rica visually impaired people face multiple barriers that

significantly limit their development and exercise of their rights, with gaps or inequalities in

access to basic services such as education and employment. Costa Rica´s society must

include visually impaired students and give them the tools to overcome not only education

but also employment. Therefore, teachers’ duty nowadays is to find the appropriate

techniques to help visually impaired students to learn English as foreign language in order

to include this population in society to be productive and share their abilities. However,

usually teachers implement visual aids in the class to assure the students understanding

but when the professor have visually impaired learner it becomes difficult to adapt or

modify completely the material based on the student needs. Suárez, I.M., Article p.59.

Special education in Costa Rica assists students with moderate and severe visual

impairment among other disabilities. However, only special education professors are

prepared to handle this kind of needs. Additionally, all teachers should take into account

that activities that sighted people take for granted; people with visually impairment often

need to learn to do those activities in a different way or with different tools or materials. For

example, totally blind individuals need Braille, raised-line drawings, audio recordings,

and/or other non-visual media as an accommodation for accessing the content of visually

presented materials.

2

1.2 Hypothesis

Universities provide college students with theory to work in the class. Nevertheless,

within the major the students are not prepared to deal with students’ disabilities which

must be part of the teacher’s formation, as in the teaching process they may find students

with different abilities from the rest of the learners. Considering that visually impaired

students may be part of the teachers’ class, teachers should be able to provide this

population, with the same learning opportunities by using techniques that help students

with visual impairment (VI) to develop a foreign language. Therefore, the necessity to

show throughout this thesis, some techniques and activities educators can implement in

the English class with visually impaired learners, as there is no program or material

created to teach English to the sight impaired population. Disregarding myths about VI and

educator’s reality.

3

1.3 Objectives

1.3.1 General Objective

To recommend the techniques that teachers can apply to improve the listening skill

with visually impaired students.

1.3.2 Specific Objectives

1.3.2.1 To identify listening techniques to deal with visually impaired students in the

English classroom.

1.3.2.2 To determine the knowledge of English educators regarding English teaching to

visually impaired students through the application of questionnaire and interviews.

1.3.2.3 To establish the importance of the auditory memory in the application of

appropriate techniques to promote English acquisition in visually impaired students.

1.3.2.4 To create a booklet of listening activities oriented to teach a foreign language to

visually impaired students.

4

1.4 Scopes and Limitations

The main purpose of this study is to gather techniques that can help professors to

teach visually impaired students throughout the listening skill in the English lesson and at

the same time strengthening the inclusive educational process. Also, this work pretends to

create an impact in Costa Rica’s English teaching and learning at public institutions and

raise awareness about the importance for visually impaired students to learn English to

better cope with life.

1.4.1 Limitations

All researches have limitations and this one is not the exception. It was difficult to

find books about the topic or related to it either from the University library or the National

Library. Moreover, for this work it should be taken into account that a visual impairment

(VI) is not only the total lack of vision, it can be also partial loss of this specific sense;

therefore the techniques should be directed to cover most of the types of visual

impairments. The research faced difficulties because it coincided with vacations of

students and professors which limited the investigation time available. In addition, there is

a lack of English professors in Helen Keller Institute.

5

1.5 Justification

1.5.1 Technical Justification

The listening skill is one of the most important areas of language testing and

assessment (G. Buck, 2001) and it is apply to teach in college and universities but it is not

always implemented or reinforced in Costa Rican English classroom. Even though if

English teachers are aware of the importance of the listening skill development as a

language-use activity, professors perhaps inevitably tend to concentrate on specific

aspects of listening that can be tested. Regarding sight impaired students, depending on

the type of visual impairment (VI) the listening skill may help the learner to develop or

acquire the language taking into account how the student learns.

1.5.2 Academic Justification

Professors in Costa Rica are taught in the higher education how to create the tools

required to teach the respective subject matter like administrative documents and learning

styles. However, the real teaching world is different from the theory universities give to

future educators as in practice diversity of students are part of any class. Although, there

are special educators and people consider that only these professionals can deal with

special students but as education is for all Costa Rica’s citizens, educators who are not

specialists in special education should be prepared to assist different students with diverse

abilities.

6

1.5.3 Social Justification

According to The Norms and Procedures for Management of Educational Services

for Students with Visual Disabilities, the National Advisory of Visual Impairment belongs to

the Special Education Department from the Ministry of Education and it has the objective

of offering to visually impaired students equal educational opportunities. Also, one of the

institution’s objectives is to promote the visually impaired person, the highest level of

personal autonomy, which contribute to independent living that will provide security,

satisfaction, group and community life. Consequently, educational institutions have the

responsibility to find the means to offer the best attention for the needs of the students with

any type of visual impairment (VI).

The basis of Costa Rica is education; therefore, it is a right for all citizens including

people with disabilities like, visually impaired people, to have the opportunity to learn a

second language. As a result, nowadays, one of the teacher’s duty is the acquisition of

techniques to teach these students in the English lessons. Besides, teachers contribute to

achieve the goal of special education in Costa Rica which is to include people with

disabilities to the society and provide the learners with this special situation the tools to

incorporate themselves in the work section of the country, helping at the same time to the

nation’s development.

7

1.6 Main Antecedents

Smith (2000) establishes that general teachers do not know what imply to have

some students in the class with specific learning problems. This statement is mentioned in

María Muñoz Sarria’s thesis which is related to this work and at the same time with those

words it reflects the importance of this research. Even though Sarria’s research took place

in Puerto Rico, it is not far from Costa Rica reality. In Costa Rica’s higher education offers

specific careers for people who want to assist the population with disabilities however,

children and teenagers with different skills than the rest of the population not only required

special teachers and materials but also need to develop the different abilities within the

society and not be exclude from it.

According with the research done by Angie Maroto Zuñiga and Karen Piedra

Chacón in 2012, learning strategies have to be adapted to fully support visually impaired

students inclusion in the classroom. Additionally, it mentions that various teaching

strategies suitable for sighted students might not be appropriate for visually impaired

learners and for that reason teachers should be careful with the activities that they do in

the class, because those activities should be adapted to students with visual disabilities

and the rest of the classroom. Also, the way teachers establish communication with

students with visual disabilities is important for the development of visually impaired

students in the English class.

Regarding the listening skill, Sánchez, J.C, contributes by providing steps on how

to develop the listening skills with authentic material. “The incorporation of authentic

materials into a lesson can enliven the classroom atmosphere and help foster a positive

attitude toward learning”, (Sánchez, J.C, 2013). This thesis reaffirms the importance of the

listening skill for the students development.

8

1.7 Institutional Framework

Under the Ministry of Education, created to meet the needs of educational training,

functional and professional adolescent and adult population visual impairment in the

country. It promotes the acquisition of knowledge, development of skills, attitudes work

and employment. Specialized technical advice for adaptations to the job being offered.

The Helen Keller institute was created in memory to a girl of the same name. Helen

was two years old when a terrible illness destroyed her sight and hearing. Consequently.

She was unable to speak. The story of her victory over darkness and silence is thrilling.

Through Anne Sullivan, Helen’s teacher, Helen learned to “see” and “hear”. After

Sullivan’s death, Mary Agnes Thompson became Helen’s companion. In 1904. Keller

graduated from Radcliffe College with honors. Her work for blind people took her all over

the world. (Reflections an Intermediate Reader, 1979, p 83). Additionally, in 1915, Helen

founded Helen Keller International, a non-profit organization for the prevention and

treatment of blindness.

Today, in Costa Rica, the Instituto de Rehabilitación y Formación Helen Keller

offers to the students, educational actions in the functional and professional area as well

as the opportunity to use high-tech equipment in computer, audio-playback, Perkins

machines for writing Braille, relief copies and other material and equipment is provided; to

facilitate their daily work, in order to acquire a greater degree of the student’s personal

autonomy.

9

CHAPTER II

THEORETICAL FRAMEWORK

2.1 Education in Costa Rica

According to the Special Update of Education and Society in Costa Rica during

most of the colonial period, in Costa Rica there was only the council of Cartago, which

could be accessed by purchasing the post. This situation changed decisively with the

Cadiz Constitution, approved in 1812, repealed in 1814 and reinstated back in 1820,

which established elective councils in the major towns of the province, whose

responsibilities included the establishment of schools (Muñoz, 2002, Quesada, 2007).

In this way, the first educational expansion in Costa Rica occurred in a context of

decentralization of political power and the consolidation of teaching as a municipal

activity. Additionally, the Special Update of Education and Society mentions that until

the middle of the XVIII century, the access to school (when it existed) was essentially

limited to children of the wealthy people of the time, because the parents of the families

had to pay to the teacher. The council of Cartago also helped to cover the teachers’

remuneration, but with the condition that the teacher accepted to teach for free to some

children from distinguished families that were impoverished (almost certainly, white

children). This socially and ethnically exclusive tendency was offset by the Bourbon

reforms first, and then the Constitution of Cadiz. In both cases, the new public policy in

10

education insisted that education should be offered to poor children. (Molina, August

2007- February 2008).

In the early eighteenth century, the neighbors and the authorities of Cartago had

attempted to establish a “School of Christ”, which was dependent of the one existed on

Guatemala to prepare novices (at the end unsuccessful). As far as is known, that was

the first attempt to establish “secondary” studies in Costa Rica. A similar interest was

also apparent in 1782, when the Cartago’s council founded a chair of Latin grammar

(essential to facilitate preparation for priesthood), which still existed in 1810. This

experience was imitated by the main families of San Jose, who in 1803 financed a

similar chair (González Flores, 1978). However, an instance of secondary education

only reached some stability with the foundation, in San Jose, 1814, The House of

Education of Saint Thomas (González, 1989). This institution was organized in two

(primary) divisions, elementary and upper (secondary), consisting of the chairs of

grammar, philosophy, moral theology and sacred canons, of which only the first two

regularly worked. (Molina, August 2007- February 2008).

Nowadays, after all efforts done during the past, the educational system of Costa

Rica consists of preschool, general-basic education and diversified education. All the

system enjoys of the benefit of free public education. Additionally, in order to provide

education for all, the programs include adults’ education and special education. The

report of the Organización de Estados Iberoamericanos mentions that the

organizational structure presented by the Ministry of Education aims to promote the

effective and dynamic compliance of the educational process, coordinating all

component parts and organizing human and material resources available. Even more

important, The Costa Rican workforce is recognized for its high educational standards

and its outstanding productivity level. These capabilities are not only the result of

11

recent efforts, but also the expected consequence of a historical commitment towards

the attainment of higher economic growth and improvement of the standards of living,

through an energetic and widespread educational policy at all levels of instruction.

(CINDE 2014). Additionally, CINDE’s paper stated that as education is free and

mandatory, it has established the foundations for a continuous improvement of

university education and technical training, which have attracted foreign companies to

establish up in Costa Rica.

2.2 Ministerio de Educación Pública de Costa Rica (M.E.P)

Based on the documentation of the Dirección General del Archivo Nacional, in

1792, Costa Rica’s Governor, ordered to parents to send their children to the school,

under the condemnation of a penalty payment, which indicates the authorities’ concern

for educational formation. Between 1825 and 1838 the educational issues depended of

a General Ministry and during the second half of the nineteenth century, the municipal

corporations assume the function to take care of the school, leaving the inspection of

schools in the hands of Head of the State. On February 10th of 1847, the Public

Instruction’s Institution was created together with the Ministry of Finance, Public

Education, War and Marine. Additionally, in the Fundamental Charter of April 15 th,

1869 it was established that primary education is compulsory, free and paid by the

nation. In 1891, Mauro Fernandez hired a group of European teachers to work in

schools throughout the country, in order to perform a joint plan of education. In

addition, in 1887 and 1888 schools are created as the Institute of Alajuela, the Liceo de

Costa Rica and the High School for Young Ladies, but the University of St. Thomas

closes with the argument structure it and modernize it, leaving only the School of Law.

12

2.3 English Teaching as a Foreign Language

About English Teaching in Costa Rica, Patricia Córdoba Cubillo, Rossina Coto Keith,

Marlene Ramírez Salas, in their writing “English Teaching in Costa Rica and listening skill

in the classroom from a Historical Perspective”(2005), mention that in relation to English

Teaching in Costa Rica, the first reference that can be found belongs to the year of 1825,

when the Executive Branch decreed the internal regulations of the Saint Thomas’

Teaching House, starting the study of languages institutionally. Furthermore, according to

Gonzalez (1978), the syllabus of the teaching house offered Latin, English and French’s

lessons. The methodology was based on lesson’s memorization of the students and later

examined in oral way by the professor. According to the reading mentioned before the

amount of time dedicated to English was three hours daily. Beginning in 1854, came the

first offerings of foreign teachers to teach private lessons in English and other languages.

Also, although it is not known with certainty the teaching method used in those years,

presumably based on the Grammar Translation, method of boom in the teaching of

classical languages, which was adopted for the teaching of modern languages. In this way,

English teaching took part of the Costa Rica’s educational system since its inception.

13

2.4 Curricular Accommodations

In the final report named “Development and Challenges of the Curricular

Accommodations in the Costa Rican’s Educational System” it is mentioned that in the

Policies, Norms and Procedures for Access to Education of Students with Special

Educational Needs, contained in the compilation of CENAREC (2005) defines curricular

accommodations as the adjustment or accommodation of education to the characteristics

and needs of each student, in order to address the individual differences of the learners. In

the same document, it is defined the curricular accommodation are defined in the following

manner. Access Adjustments are the modifications or provision of special resources,

materials and communications addressed to some students (especially those with mobility,

visual and hearing impairments) to facilitate access to the regular curriculum or to the

adapted curriculum. On the other hand, Non-Significant Adjustments refer to those that do

not change the official curriculum programming substantially. They are the actions

teachers do to provide appropriate learning situations… these actions include the

prioritization of objectives and content as well as methodology and evaluation settings

according to needs, characteristics and interests of learners. In contrast, the Significant

Adjustments consist mainly in the removal of essential content and general objectives that

are considered basic in the different subjects and therefore modification of the assessment

criteria… it represents substantial changes to the curriculum.

14

2.5 Special Education

The Ministry of Education in the management of the implementation of the Special

Education Plan in Integrated Classrooms and Special Education Centers sets that the

opportunity for diversity had presented a challenge for society and its institutions among

other reasons because it involves achieving changes of conceptions and mobilization of

resources based on a new paradigm…exclusion does not only mean poverty but also lack

of participation and issues to access to services, products, opportunities like for example in

housing, health, education and employment.

Regarding education for students with special needs, the document, Policies,

Norms and Procedures for Access to Education of Students with Special Educational

Needs was approved by agreement No.18-97 through the agreement on 11 March 1997

by the Consejo Superior de Educación. This document together with the 7600 Act on

Equal Opportunities for Persons with Disabilities in Costa Rica and its regulations define

the steps for providing education to people with special educational needs in the country.

In Article 6 of this Regulation establishes: Pupils with special educational needs in the

country:

a) Be enrolled preferably, in the closest place of residence and during the same hours as

the rest of students’ school.

15

b) Are population of the institution and therefore the responsibility of it in terms of

allocation of human and material resources and share activities, both formal and informal

of the educational institution.

In Costa Rica there is also the Fundamental Law of Education that regarding

special education in Chapter IV in its article 27 establishes that special education is the set

of supports and services available for students with special educational needs, whether

they need them temporarily or permanently. Besides, the educational centers should

provide the necessary information to students and parents to participate, comprehend and

support the educational process.

2.6 Special Education Programs and Official Syllabus

The Official Syllabus is the same used in the public high schools with the regular

population of students. However, the syllabus experiments changes in the implementation

of the curriculum’s provisions in terms of the distribution of hours, consequently, organizing

staff, redistribution of students, review of procedures or services, among others. Cecilia

Dobles Trejos and Paula Antezana Rimassa in their investigation “Untangling the conflicts

in the process of integration into the regular education of persons with disabilities” 2005

include in their conclusions that many times the direction of the application of a significant

curricular adaptation is lost, it has to do with the ability to substantially modify the official

curriculum eliminating essential contents and objectives, to get to the particular needs of

the person; in other words, make the curriculum flexible to suit the student, and not the

reverse. In practice, the curriculum continues to be applied rigidly, and therefore does not

meet the needs and creates frustration for both students and teachers.

16

In compliance with the provisions in law and Policies 7600, Policies and

Procedures for Access to Education students with Special Educational Needs; new

modalities have emerged educational services; among which are:

Special Education Centers (schools), Integrated Classrooms (located in institutions of

Basic General Education), Teaching Support Fixed or service (provided at a single

institution), Teacher Support Itinerant or service (provided in two or more institutions by

specialty), III Cycle (Stage Workshop or Prevocational) and Cycle IV (or Vocational

Workshop Stage). These modalities are applied in the specialties are addressed at

national levels, including visual impairments. The educational services for students with

visual disabilities have the objective to ensure complementary support these students

require to successfully access the curriculum.

Regarding the syllabus for III and IV cycles of special education for technical and

academic high schools is divided by dimensions and areas. For example, the psychomotor

dimension includes those disciplines the student to perform tasks and actions that relate to

gross and fine muscle activity either by meeting physical exercises in his workshop

practice, extra class work and other activities given based on tasks and activities

operations. It will be evaluated based on the development of processes and projects that

teachers plan. Nevertheless, this syllabus will be developed in all regular education

institutions of the country of III and IV series / special schools and implemented in two

stages or phases: Special Education Cycle III (Stage Pre-vocational) and Vocational

Diversified Cycle (Professional Stage).

17

2.7 Centro Nacional de Recursos para la Educación Inclusiva

(CENAREC)

The Centro Nacional de Recursos para la Educación Inclusiva (CENAREC) is an

institution of minimal decentralization of the Ministry of Education that was created to

follow up on agreements made at different points in history, both internationally and

nationally. Some examples of those agreements are Salamanca Declaration, Spain

(UNESCO 1994) and the Cochabamba Declaration and recommendations on educational

policies at the beginning of XXI century held in Bolivia. In the national side the Policies,

Norms and Procedures for Access to Education Students with Special Educational Needs

and Act 8661, of ratification of the Convention on the Rights of Persons with Disabilities, of

United Nations are the two agreements made in Costa Rica. The Centro Nacional de

Recursos para la Educación Inclusiva was based on decree No. 34206-MEP in the article

4 raised six mean objectives of CENAREC, which are aimed at students with special

educational needs associated with disability and includes:

a) To provide the national community information service related to the attention of the

target population.

18

b) To promote and encourage an advisory service on Technical Aids.

c) Promote the training process of human resources directly involved in the care of

students with disabilities.

d) Promote research and analysis of variables related to educational care of the target

population.

e) Provide recommendations to the Ministry of Education and the Council Higher

Education for policy making the special education’s field.

f) Encourage the expansion of the services of the Centro Nacional de Recursos para la

Educación Inclusiva by creating Resource Centers Affiliate regionally.

2.8 Instituto de Rehabilitación y Formación Helen Keller

The Instituto de Rehabilitación y Formación Helen Keller is a unit of the Ministry of

Education, created in 1985 throughout Executive order 16831, to meet the needs of

educational instruction, functional and professional of adolescents and adults with visual

disabilities in the country. Additionally, the institute performs functions of research,

consultancy and training. The mission of this institution is to promote the autonomy and

the active participation in personal, educational and work environment for people with

visual disabilities, teenagers and adult, as well as equal opportunities in Costa Rican

society; as center of tiflotechnologic resources offers support, consulting, training and

research services.

One of the tasks of the Instituto de Rehabilitación y Formación Helen Keller is to

deliver advisory services to school in the formal system of public education. The general

objective is to provide advice to teachers of academic subjects with respect to the

execution of specific topics for a better understanding of the subject by students with visual

19

disabilities in the regular education system of III and IV cycle. Through advisory the

institution attempts to increase the academic performances of students who attend to

regular schools. Therefore, the given advisory is just to teachers who have visual impaired

students.

Helen Keller assists people who continue their studies and are enrolled in public

and private institutions, adults who for reasons of visual loss required to achieve personal

autonomy and people who require training and development of skills and attitudes to work

in order to insert themselves in the job market. This institute has certain requirements to

access to it. Two of the most important requirements are being cataloged as a person

"legally blind" or "low vision", legal blindness, which with corrective lenses does not have a

visual acuity of 20/200 or 6/60 meters feet or visual field is decreased to less than 20

degrees and low vision, with no conventional optical aid has difficulty to plan and / or

execute a given task. Also, it is a requirement for the student to be 13 years old or student

at secondary or high school distance.

2.9 Equality and Diversity

According to the online Cambridge Dictionaries equality is the right of different

groups of people to receive the same treatment. Additionally, diversity is defined by the

same dictionary as the condition or fact of being different or varied. Costa Rican

fundamental law in its chapter one, article one, sets up that every inhabitant of the

Republic has the right to education and the State the obligation to seek to offer it in more

wide and appropriate way. In addition, in the same law but article two, two of the purposes

are to contribute to the full development of the human personality and stimulate the

20

development of solidarity and the human comprehension. Furthermore, in article three,

mentions as purposes the following points:

d) The transmission of knowledge and skills in accordance with the psychobiological

development of the learners.

e) Develop skills adequately addressing individual differences; and

f) The development of the productive capacity and social efficiency.

3. Visual Impairment

Disabled People's International (DPI) defines impairment as the functional limitation

within the individual caused by physical, mental or sensory impairment. On the other hand,

disability is the loss or limitation of opportunities to take part in the normal life of the

community on an equal level with others due to physical and social barriers. Visual acuity

is the capacity to see objects clearly and distinguish details at a determined distance.

Therefore, any diagnosed condition of the visual system that cannot be corrected to within

standard limits is considered a visual impairment. Disease, damage or injury causing

vision impairment can occur to any part of the visual system of the eye, the visual

pathways to the brain or the visual center of the brain.

American Foundation for the Blind (AFB) claimed the human eye can be compared

to a camera which gathers, focuses, and transmits light through a lens to create an image

of the environment. The lens of the eye bends, or refracts, light that enters the eye.

Moreover, the optic nerve transmits messages about what we see from the eye to the

brain. Like a camera, the human eye controls the amount of light that enters the eye

through the lens under various lighting conditions.

21

Visual Acuity is the quickness of vision and is measured by using specially devised

tests and charts. Snellen chart is the most commonly used tool for measuring visual acuity.

“When the Snellen chart is used, visual acuity is generally measured with a person seated

20 feet away from the chart. A person who has normal visual acuity has 20/20 vision. This

means that at 20 feet the person can see the line of letters that people with normal sight

see from 20 feet.” American Foundation for the Blind (u.d).

Moreover, Snellen contains letters of the alphabet arranged by line, with each line

of letters from the bottom up increasing in size. The letters on the lowest line are the

smallest letters on the chart, and the letter at the top is the largest. The character on the

bottom line represents 20/20 vision; the single large letter at the top represents 20/200, the

designation of legal blindness.

3.1.1 Types of Visual Impairment

In Costa Rica, according to the Census, in 2000 the total population was 3,810,179

inhabitants, of which 203,731 (5.35%) were disabled, of whom 52% are men and 48%

women. Additionally, it is reported that a 31% of people has blindness. As not all visual

impairments are the same, there are many types of visual impairment; the most common

are near-sightedness and far-sightedness. Less frequent types of visual impairments

include: Strabismus, Congenital cataracts, Retinopathy of prematurity, Retinitis

pigmentosa, Coloboma, Optic nerve hypoplasia, and cortical visual impairment.

3.1.2 Myopia

22

The NYU Langone Medical Center and School of Medicine Department of

Pediatrics in New York City establishes that in myopia, vision is better up close than at a

distance. This condition is caused by structural distortions within the eye. Michelle Badash

(2012) stated that having a member of the family with myopia increases the risk to acquire

this disorder. Also, she says that although the evidence is conflicting, some specialists

believe that prolonged periods of reading or the daily use of a computer can increase the

risk of developing myopia. This eye condition is also known as near-sightedness. Early

treatment of myopia can prevent social and academic difficulties that can accompany poor

eyesight.

3.1.3 Hyperopia

People with hyperopia, also known as Far-sightedness, are usually able to see

distant objects well, but close objects appear blurry. This visual condition may cause

headaches or eyestrain, especially when reading, but can be correct with eyeglasses or

contact lenses. Additionally, laser vision correction is sometimes possible for people who

do not want to wear glasses or contact lenses. Hyperopia can be caused by genetics if

parents have this type of visual impairment most likely children can acquire it. There are

symptoms that should be known in order to detect far-sightedness and are due to the extra

eyestrain, like constant to intermittent blurred vision, red, teary eyes, frequent blinking,

difficulty reading and decreased binocularity. Strabismus, which is when the eyes are not

properly aligned with each other, is also a symptom of hyperopia and some children

develop it because hyperopia has not been diagnosed and corrected. This condition in

early ages can contribute to issues while learning to read and write.

23

3.1.4 Astigmatism

Like myopia and hyperopia, astigmatism is a refractive error. The National Eye

Institute says that this eye condition occurs when the eye does not focus light evenly onto

the retina. Some of the signs of this visual issue are headaches, eyestrain, and squinting,

distorted or blurred vision at all distances and difficulty driving at night. Astigmatism can

affect children and adults. As most of refractive errors astigmatism can be corrected

throughout eyeglasses, contact lenses or surgery.

3.1.5 Blindness

The American Foundation for Blind defines blindness as “A wide array of conditions

ranging from a limited ability to see objects with special aids to the absence of light

perception. Most people who are blind have some light perception” (2015). Additionally, a

research made in Canada by the Education’s Department mentions that from the

educational perspective children that require teaching through sensory and tactile

materials because are not able to learn visually. Moreover, this research remarks that the

fact that someone is blind does not imply that person has no vision at all but this is not

always true. Blind people may or may not have light perception; this characteristic

depends on the eye condition. Only 18 percent of people who are visually impaired are

classified as being totally blind and the majority of them can differentiate between light and

dark. America Foundation for Blind (n.d).

24

3.1.6 Retinitis Pigmentosa

According to Dr. Joaquín Martínez, Retina and Vitreous Specialist, one of the

causes of Blindness and Low Vision in 407 patients treated at the National Children

Hospital from 2010 to 2011 is the Retinitis Pigmentosa and others like Congenital Eye

Malformations and Retinopathy of Prematurity (only 5%). (Dr. Martínez, J). Retinitis

Pigmentosa refers to a degeneration of the retina, resulting in decreased night vision, a

gradual loss of peripheral vision, and in some cases, loss of central vision. The American

Foundation for Blind sets down that the degeneration progresses over time and can lead

to total blindness. Retinitis pigmentosa is a rare, inherited disease for which there is as yet

no treatment or cure. Some ophthalmologists believe that treatment with high doses of

Vitamin A can slow the progression of retinitis pigmentosa, and that taking Vitamin E

makes it worse.

3.1.7 Low Vision

Having low vision refers that the person who is diagnosed with it has some good

usable vision and can learn to use that rest of vision available. In this particular case,

vision cannot be fully corrected by ordinary prescription lenses, medical treatment, or

surgery but still there is residual vision.

3.1 Impact on Learning with a Visual Impairment

25

People with visual acuity 20/20, denote normal vision, are able to perceive most of

the information and what happens in the environment visually. This visual information

people acquired with time is crucial for the development of a student’s learning.

Malformation or destruction of this part of the body implies the decrease of the amount of

sensory data to the learner, consequently, some skills that are develop through the vision

and imitation of others do not grow and progress like in the rest of the population, even

more when the visual impairment is present from birth as a person might acquire an eye

condition in a later stage of life.

3.2 Assessment of Visually Impaired Students’ Needs

The assessment of visually impaired students has the purpose of understand the

learners’ needs. Additionally, assessment is necessary for all students with or without

disabilities before the beginning of the classes it is as crucial for the teacher as for

students in the teaching-learning process. This assessment helps the teacher to identify

learning styles, academic level, learning necessities and maybe other areas that the

student may need help with, like a cognitive delay.

Regarding the educator’s duty, it is necessary to recognized illumination conditions,

material’s conditions, body position, eyestrain, eye appearance and adaptations.

Information gathered through this assessment, professors can recognize some guidelines

to follow regarding the type of educational support that can provide to the sight impaired

students.

26

3.3 Needs of Visually Impaired Students in the Class

Visually impaired students including blind students need certain modifications to

the curriculum, materials and classroom depending on the eye condition, as it is known

that according to the type of visual impairment, vision lost may be partial or complete. Part

of having a student visually impaired implies for teachers to identify and understand the

type of eye condition the student has. Once the student’s situation has been determined

the teacher can start with the necessary modifications in all the aspects related to the

students learning process. According to the American Foundation for Blind, “students with

visual impairments have unique educational needs which are most effectively met using a

team approach of professionals, parents and students. In order to meet their unique

needs, students must have specialized services, books and instructional materials in

appropriate media (including braille), as well as specialized equipment and technology so

they can have equal access to the core and specialized curricula, and to enable them to

most effectively compete with their peers in school and ultimately in society.” (Taylor, J.L.,

2015).

A visual impairment will often impede a student’s development of visual concepts

and learning of academic subjects. Special concept development and academic needs

that may need to be addressed include:

1. Developing a good sense of body image.

2. Understanding the following concepts: laterality, time, position, direction, size,

shape, association, discrimination, sequence, quantity, sensations, emotions,

actions, colors (to the best visual ability), matching, and classifying.

27

3. Developing listening skills appropriate to the level of the student’s functioning,

including the development of auditory reception, discrimination, memory,

sequencing, closure, and association skills.

4. Developing auditory comprehension and analysis skills appropriate to the level of

the student’s functioning, such as the development of the ability to understand

character; understand setting; recognize feelings; recognize climax,

foreshadowing, and purpose; and distinguishing fact from opinion. Guidelines for

Working with Students who are Blind or Visually Impaired (2010).

Additionally, other needs visually impaired students may have are: literacy and

communication needs, social emotional needs, socialization, affective education,

recreation, family life education, sensory and motor needs, orientation and mobility

needs, among others. Guidelines for Working with Students who are Blind or Visually

Impaired (2010).

3.4 Parents and Teachers Collaboration

Family is the core of society and parents are the support of the kids since they are

born. Parents are the guide for kids to develop their skills and potential during childhood.

When the time to start children’s education comes, both parents and teachers must work

together regardless of whether or not the student has an impairment or if has receive any

kind of services or it is the first time in the educational system.

Nowadays, parents are required to participate more in their own children education even

when the student does not have impairments. Therefore, support from parents and

educators is even more crucial for children and adolescents when having a visual

impairment, as the proper guidance for the learners can help them to achieve their goals

28

in the learning environment and outside it. The parents’ role is to help professors to

understand their children.

As a result, with the parents’ help, teachers can identify the student’s

characteristics and determine how to work with the learner, creating at the same time a

good learning-teaching environment. Parents and teachers relationship are based in

communication, if there is communication between both, parents-professors’ relationship

grows, all of this in favor of the learner. Consistency between the classroom and home is

also part of the student’s education process. Therefore, throughout communication parents

can keep up to date on important due dates, classroom events and any challenges the

student is facing. Also, regularly asking for updates on the learner’s progress is part of the

parents’ role while the teacher’s role is to encourage parents to continue lessons at home

and share any new collected data of the learner with the parents. Keep goals in mind, be

prepared for homework, watch for teachable moments and make education a priority are

also part of the teacher and parents’ role to keep consistency between classroom. Katz, B.

(2014).

29

3.5 Challenges to Include Students with Specific Visual

Impairment to the Classroom

Regarding the challenges teachers have to include students visually impaired to

the classroom, there is a factor that should be taken into account that is if the student is

sight impaired since it was born or it got the condition later on in his or her life. This

information helps teachers to identify and select techniques, materials and methods based

on the age the learner acquired the eye condition. The moment of onset of disability

determines adaptability. An infant with complete congenital blindness adapts gradually to

the disease (develops other senses) and both the child and its environment are adapting

to the situation. However, if it is a supervening blindness at later ages, surely produce a

traumatic emotional reaction that forces the teacher to use specific strategies to address

the situation, therefore, this factor might represent one of the challenges for educators

when teaching sight impaired learners. Additionally, the presence of disabilities associated

with visual disabilities (motor, mental, developmental disabilities, deaf blindness)

determines the form of labor and student needs. It is necessary to assess which of these

disabilities is prevalent and which needs presents the students in each case.

Some other tasks that teachers must take into account is that in terms of cognitive

development can be slower, due to touch and hearing are senses that require a more

complex and slower information processing. The learning style is different because visually

impaired people have difficulty learning by imitation, acquire information more slowly and

may present specific difficulties for some contents. Regarding staying focus students with

visual disabilities must be more alert to not get distracted or bored. This occurs because

less external stimuli are received causing the student focuses on itself and switches off. In

terms of social skills, sometimes have a nonverbal social skills deficits (lack of facial

30

expression, gestures, etc.) Consequently, the classroom teacher is responsible for each

child in the class meets the educational programs established for the learner and do it in

the most optimal way for each condition. This does not mean the teacher has to be a

super-specialist in everything, but educators have to coordinate with specialists at its

disposal to reach this goal.

3.6 Techniques to Teach Visually Impaired Students in the

Listening Skill

Listening is the act of assigning meaning to what is heard (Barclay, L., 2012).

People have defined listening in different ways, nevertheless it was been named as an

“active cognitive process,” as according to Barclay (2012) infants begin to attach meaning

to what they hear by combining their senses of vision, touch, and hearing. Additionally,

Barclay (2012) establishes that for learners who does not receive visual input for

clarification, this “active cognitive process” must be taught through experience, providing

emphasis on the blend of language and touch, actions and objects. Supporting the

development of concepts and language involving listening by linking what the learners

heard with what they felt or touched.

A common myth is that people who are blind or sight impaired hear better than their

sighted peers. There is no basis in fact for this notion, and it must be acknowledged

that listening skills for all children are acquired through experience. Appropriate

listening skills depend on the child’s ease in using language. This ease depends on

concept development and requires that the child understands the sounds heard.

Therefore, specific attention must be paid to direct teaching of listening skills to

children who are blind or visually impaired. If a child who is blind or visually

impaired requires alternate format materials such as large print or braille, it is

31

essential to introduce these materials as early as possible so the child has a great

deal of exposure to them. (Canada’s Department of Education, 2001 p. 4.6.)

Regarding technology, the document “Teaching Children who are blind or Visually

Impaired,” settle that children who are blind or visually impaired will learn promptly that

technology is important to their lives. They should be exposed to technology and should

start to use tape recorders as a prelude to accessing books on audiotape. Additionally, the

use magnifiers or telescopes and teach the people how to use them properly is essential.

This type of technology is called assistive technology and its purpose is to allow children,

adolescents and adults sight impaired complete tasks like, homework, do researches, take

tests and read books along with their partners. American Foundation for Blind. Assistive

Technology (2015).

Placing technology a side, professors have different techniques used in their

classrooms that can be applied also when having a visually impaired learner. For example,

dynamic techniques where a fictitious situation is created and learners are involved, react

and adopt spontaneous attitudes in that specific situation. Additionally, auditory techniques

in which a situation or subject is presented providing additional information to improve

reflection and analysis in the learner about different topics. For example, hear or watch a

short story and then analyze the aspects of interest. Regarding listening techniques there

are three that can be mentioned which are following: Listening for main ideas, listening for

details and listening and making inferences, these three techniques help the learner to

understand and develop a sense of why they listen and which one to use to listen better.

32

3.7 Teaching Listening

“The teaching of listening abilities is one of the least understood, least developed

and yet one of the most important areas of language testing and assessment […] very little

is written in the language assessment literature on the specific constructs, or abilities, that

underlie listening, on how to go about designing listening assessment procedures, on how

to validate and evaluate listening tests” (Buck, 2001).

1) “Listening skill is key recalling important words and ideas to receiving messages

effectively. It is a combination of hearing what another person says and

psychological involvement with the person who is talking.” Tyagi, B (2013).

Moreover, listening comprises of some key components, they are:

2) discriminating between sounds

3) recognizing words and understanding their meaning

4) identifying grammatical groupings of words,

5) identifying expressions and sets of utterances that act to create meaning,

6) connecting linguistic cues to non-linguistic and paralinguistic cues,

7) using background knowledge to predict and to confirm meaning

Tyagi, B (2013).

Therefore, the professor’s duty is to make sure the visually impaired learner has the

components or if the learner presents difficulties with any of the elements mentioned

before help the student to overcome the issue. Spoken language is different from written

language mainly for sight impaired learners as in braille some elements of the spoken

language are written differently. Learning through experience as mentioned before is

important for sight impaired students as it is the way they can build concepts in their

minds.

33

CHAPTER III

METHODOLOGICAL FRAMEWORK

3.1 Method

The method of this research is inductive as the thesis “Recommend techniques to

teach visually impaired students improving the listening skill, in the English lessons,” is a

theoretical investigation based on information gathered from documents such as books,

online sources, observations, questionnaires and interviews. Additionally, Induction from

the particular to the general. When we use the inductive method for the observation of

particular facts get general propositions, that is, it is one that establishes a general

principle once the study and analysis of facts and phenomena in particular made.

Induction is a mental process that is inferred from particular cases observed the general

law that governs and applies to all of the same species.

The approach is qualitative and quantitative. The qualitative approach helps gathering

information focuses on describing a phenomenon in a deep comprehensive manner. This

is generally done in interviews, open-ended questions in order to obtain essay-type

answer from an expert, or focus groups. Semi-structured questionnaires that consist of

written open-ended questions. They are one of the best resources to apply in this research

to gather information helpful to work in this research. Furthermore, the quantitative

approach to gathering information focuses on describing a phenomenon across a larger

number of participants thereby providing the possibility of summarizing characteristics

across groups or relationships.

34

3.2 Type of Research

Scientific Research, according to Fred N. Kerlinger, is systematic, controlled and

critic, that allows to discover new facts and data, relations or laws in any field of the human

knowledge. Moreover, scientific research is not only the one made inside laboratories and

the beginning of everything in society is research. Scientific research is any type of

investigation but more rigorous, organized and careful.

Descriptive Research pretends to describe, explain and interpret conditions of the

present, with the purpose of examining a phenomenon that is happening at a specific

place and time. At the same time, it gives the opportunity to create a problem or situation

in order to know important needs and provide possible solutions and procedures to follow.

The topic of this research is rarely studied or at least there are few studies related

to this thesis; therefore, this study is exploratory and pretends to provide teachers of

visually impaired students the opportunity to teach English through the correct use of

curricular applications to this population. At the same time providing these students with

the opportunity to learn the language and contribute with Costa Rica’s development as

part of the society.

35

3.3 Subjects of Research

The units of analysis are students with the following types of visual impairment:

myopia, hyperopia and blindness. In addition, English teachers of visually impaired

students and experts related to special education with emphasis in VI, which provides with

a different point of view and it is different from the rest of the subjects of interview.

3.3.1 Sources

Three sources were to get the information that support this research and they are the

following:

3.3.1.1 Primary Source: Visually impaired students are the primary source of

information as they are the subject of study in order to develop this research, considering

their necessities of access to the regular educational system, giving them the opportunity

to learn through the correct use of curricular elements. The total amount of students used

for this thesis is six, due to the time limit and schedule flexibility.

3.3.1.2 Secondary Source: Written papers from different sources are part of all

researches as they offer a standard set of that enable to find cited source in a library

throughout books, journal articles, book chapters or articles in a book. Therefore,

bibliographical references are the second source of information in this investigation as they

help to acquired data helpful for this study. The amount of sources is undetermined as

during the process of the research the quantity of information increased base on the

findings.

36

3.3.1.3 Third Source: People that have the first contact with the subject of study or

know about the topic of the research are valid sources of evidence or data. Specialists are

the third source implemented; as they are experts in certain fields associated to the topic,

for example, English teachers of visually impaired students and special education

professors. English teachers, who give classes to visually impaired students, are the ones

that have the knowledge about how these kinds of students learn a foreign language. On

the other hand, the special education professor with the emphasis in VI can provide this

thesis with techniques that this population of visually impaired people required to

increased or improve their skills. In Helen Keller Institute there are only 6 professors for

each one of subject matters. The rest of the educators travel around the country making

difficult the contact with them. Therefore, only the 6 professors working in the Helen Keller

building are used for this research. Regarding the specialist due to schedule flexibility of

the researcher there is only one specialist in special education.

3.4 Population

The Instituto de Rehabilitación y Formación Helen Keller assists students from 13

years old or older who are in High School level or preparing themselves to do the

bachillerato tests in the different subjects Math, Science, Social Studies, Spanish, Civics

and English. For this research the total population consists of 44 professors of different

subject matter from which one is an English Teacher and 421 high school level students,

according to the last registration in June 2014, all of them members of the Helen Keller

Institute, located in Desamparados. It is important to take into account that the population

mentioned is just from Helen Keller Institute; besides this population 53 other English

37

teacher are taken into account for the questionnaire applied as part of the research.

However, this 53 English teachers are not professors of visually impaired students.

3.5 Sample

The student’s members of this institution have different kinds of visual impairments

and either because of social or educational factors could not finish their education in the

formal educational system or required extra help besides the one given at the high school

they attend. Taking into account the information given from the institution, the sample

consists of 6 professors of secondary education, one is an English teacher, and five

students with different types of visual impairment, all professors and students from Helen

Keller Institute. The sample was chosen due to schedule of the professors, the students

and the researcher of this thesis.

3.6 Variables

3.6.1 Listening Techniques

3.6.1.1 Conceptual Definition

Listening is the ability to identify and understand what others are saying. This

process involves understanding a speaker's accent or pronunciation, the speaker’s

grammar and vocabulary, and comprehension of meaning. (Sánchez, J.C, 2013).

38

Moreover, it is the manner in which technical details are treated or basic physical

movements are used. Techniques can be applied in any human environment for

example, art, science and education. However, a technique required manual and

intellectual skills, usually with the use of tools. It is mentioned that the technique arose

from the human need to modify their environment. Observation is the tool used in order to

gather techniques used by the educators in the class with the sight impaired students.

3.6.1.2 Instrumental Definition

Regarding the listening techniques, in order to gather the techniques used by

professors of visually impaired learners, there were questionnaires made to 6 professors

from Helen Keller. Additionally, there were observations of class made, in order to identify

the techniques used by the professors at Helen Keller Institute. (See annexes)

3.6.1.3 Operational Definition

The techniques applied by the specialized professors, were determined by

questionnaires made to 6 professors of students with VI. Additionally, in order to detect if

the techniques mentioned by the educators in the answers of the questionnaire were being

apply, three observations were made during the development of the class with their

respective visually impaired students. If more than 90% of the teacher express that they

know techniques to teach visually impaired learner then the knowledge is considered

excellent. If more than 90% of the teachers say that they did not received training to teach

visually impaired students then the preparation of the educator is considered low. If more

39

than 90% of the teachers say that they do not have specialized syllabus then the variable

is considered positive.

3.6.2 Knowledge of English Educators about English teaching to

visually impaired students


Regarding having visually impaired students in the English class is not a common

situation. Therefore, concerning teachers’ knowledge the researcher refers to the

awareness of the professors on how to teach visually impaired students, in order to

provide the best teaching-learning process to this population, in case the situation take

place in the class.


In order to discern if English professors know how to teach visually impaired

students, questionnaires were made to English teachers. Some of the questions included

were about being afraid to teach English to learners with VI and techniques they know to

teach this population. (See annexes)


40

Knowledge of English educators was determined throughout a questionnaire. Fifty

three questionnaires were applied identifying teachers confidence and knowledge

regarding visually impaired students and how to assist appropriately this population.

Moreover, when talking about if they have received any training to handle people visually

impaired 85% express they have not received any kind of preparation to face this specific

population, then the variable is considered positive. Finally, from the 53 questionnaires

made 35% of the professors said they know teaching techniques to work with this

population and some of them mentioned the techniques they know. However, if they know

techniques it does not guarantee they can apply them properly; therefore, the knowledge

is considered respectable. If more than 80% of the professor say that they did not

received any kind of preparation before star working at Helen Keller, then the variable is

positive. If less than 50% of the teachers express that they know techniques for sight

impaired students then the knowledge is considered poor.

3.6.3 Importance of auditory memory


Concerning auditory memory, it allows people to remember spoken information.

The weakness in this area represents difficulties to learn information that is presented only

through oral instruction. Many of these children are visual learners, and learn best when

visual instruction or hands-on experiential learning accompanies verbal instruction.

(Balsiger, L. n.d).

41


An interview was made to a special education teacher with emphasis in English

teaching, in order to determine the importance of the auditory memory in the listening skill.

Moreover, the interview made to identify whether or not is recommended to use

techniques in advance when the students’ visual impairment is progressive. (See annexes)


The importance of the auditory memory was determined throughout the application

of an interview to a special education teacher whose emphasis is English teaching. The

questions made on the interview, gathered information like the importance of the auditory

memory and the listening skill development, listening techniques and the use of the

residual vision behalf of visually impaired students. As there was only one special

education teacher all answers of the questionnaire result in 100%. The special education

teacher said that auditory memory is important in sight impaired students development and

add that it goes along with the listening skills, then the variable is considered positive.

42

3.7 Types of Instruments

The instruments used for this research were created in order to distinguish

teachers’ opinion about having sight impaired learners in the class and establish

recommended techniques to teach visually impaired students in the English classroom.

These instruments involved: English teachers of regular students and teachers of visually

impaired students, experts and students with visual impairment. The following are the

instruments applied to achieve the goals of the investigation:

3.8 Descriptions

3.8.1 Questionnaire to teachers of regular students

These questionnaires were made to identify regular teacher’s preparation and

knowledge regarding teaching visually impaired learners within the regular Costa Rica’s

formative system. Additionally, these consultations allowed finding if regular teachers know

where to get help and how in case there is a sight impaired student in the English

Classroom. Moreover, the questionnaire consist of six questions each one and they were

yes or no questions and this questionnaire helps to show the relevance of this work and

the importance of the information that is provided throughout this research.

43

3.8.2 Questionnaire to teachers of sight impaired students

Questionnaires made to sight impaired students’ teachers consist of six questions,

only questions number 1 and 6 required more than a yes or no answer and the rest of the

interrogation was of yes or no answers. Furthermore, these questionnaires were made to

determine if professors from different subject matters who are directly involve in the

teaching-learning process of visually impaired people know and use specific techniques.

Besides, detecting if there is a syllabus teachers can use to teach the sight impaired

people and which challenges teachers face during the students’ learning process. In

addition, this questionnaire contributes to collect techniques used by the professors of

visually impaired students who teach different subject matters.

3.8.3 Interview to specialist

The main purpose of the interview to the specialist is to distinguish possible

listening techniques that can be applied in the English teaching class and it can provide

help to know how to develop the student’s hearing sense. Additionally, the interview is with

a professor of special education that has an emphasis in VI, which gives the perspective of

someone with experience in the field that is investigate in this work.

44

3.8.4 Class’ Observation

The environment in which students develop their skills is crucial for them to move

safely and efficiently through the environment; In addition, the students’ relationship with

the teacher and classmates is also important as it is known that for visually impaired

people is difficult to develop social relationships and any language learning process

required interaction in order to understand and acquired the language.

3.8.5 Booklet

The development and understanding of the language in all students with or without

disabilities are obtained throughout the activities purposed during the English class.

Therefore, the booklet is a useful tool teachers with this population in the class can apply

in order to help sight impaired students and regular students in the same class.

45

CHAPTER IV

DATA ANALYSIS

4.1 Instruments’ Results

The diagnosis done to this research is significant as it manifest the real situation

teachers may encounter in most of the Costa Rican instructive institutions. How professors

feel, the level of confidence and preparation educators may have in order to assist visually

impaired students.

4.1.1 Questionnaire made to Teachers of Visually Impaired

Students

The following graphs and charts are the results of the questionnaire number one

made to professors who assist visually impaired learners.

46

Chart No. 1

Opinion of Educators from Helen Keller Institution about facing challenges

when teaching visually impaired students

Correspondence Amount of teachers Responses Total Percentage

Yes

6

6

100%

No

0

0%

Source: Questionnaire applied to educators of Helen Keller Institute.

Data Analysis

Being an educator is a challenge when taking the responsibility to educate the

future of the country. Additionally, challenges are always present in any English class and

these challenges are even more when having students with different abilities, like visually

impaired students.

Throughout this thesis a questionnaire was done to educators of Helen Keller

institution as they work directly with visually impaired learners. Professors were asked if

they face challenges when teaching sight impaired students. A total of 6 professors were

47

questioned and for this particular question all 6 educators established that they do face

challenges when assisting this specific population. Educators mentioned the following

challenges:

Students with associated disabilities, such motor and mental disabilities,

development disorders or deaf blindness, gaps between what the students know and what

they should know. Moreover, educators mention that it is difficult sometimes to recognize

that these students are not just different cases of visual impairments. Additionally,

educators said that another challenge is the student’s capacities versus the level of

demand in the classrooms and in the tests. Besides, that there is no adapted material for

the students, not even for low vision nor blind ones. Finally, educators mention how to

make the information available to the student is another challenge they have in the

classroom.

48

Chart No. 2

Educators’ knowledge of specific techniques to teach visually impaired

students

Amount of teachers Responses Total Percentage

Yes

6

6

100%

No

0

0%


Data Analysis

Technique refers to the way of accomplishing a goal. During the class development

educators use different techniques for the learners to achieve several objectives of the

course. Regarding this question made to professors from Helen Keller Institution 6

professors were questioned and all of them made reference to diverse techniques to teach

visually impaired learners. The following is the list of some the techniques mentioned: use

large print, use of swell paper in which lines simply puff up and it is possible to make

49

perfect tactile maps and more complex graphics such as drawings and diagrams. Finally,

verbalization of the illustrations presented to the students and any other activity that

implies nonverbal communication.

Chart No. 3

Existence of Preparation Regular Teachers can take in order to Teach

Visually Impaired Students


Yes

6

6

100%

No

0

0%


Data Analysis

In order to gather information about possible places were educators can prepare

themselves to assist visually impaired student Helen Keller’s professors were asked if they

knew about any preparation in Costa Rica that educators can take to prepare themselves

to teach visually impaired learners. Most of the professors answered that they recognized

CENAREC as the institution were courses are given in Costa Rica.

50

Educators mentioned other institutions like Fernando Centeno Güell that in its

website has links of other websites were online courses are given. Moreover, professors

said that Helen Keller offers them to do trainings to teach visually impaired students.

Additionally, one professor said that he knew about some universities giving courses but

not certificate ones and other educator said that by studying special education at the

University is another way to receive the necessary preparation to be able to assist the

visually impaired population of Costa Rica. Based on these answers, inclusive education

not only means insertion of students with disabilities into the regular educational system

but also implies prepared regular professors to truly give disabled people the opportunity

to grow, learn and then be included in Costa Rica’s society.

Chart No. 4

Existence of special syllabus to work with visually impaired students


Yes

6

0

0%

No

6

100%


Data Analysis

51

Regarding this question applied to professors from Helen Keller Institute, the main

purpose is to recognize that to have an inclusive education is required to have a special

syllabus. Concerning this question, all six professors said there is no special syllabus that

works as guide for professors that are called to teach visually impaired students without

having necessarily any kind of preparation. However, having a special syllabus does not

mean changing the contents for this population, it means to give a chance to regular

professors to provide an inclusive learning-teaching process.

Due to the different types of disabilities not only visual impairment a special syllabus may

be difficult to create. Therefore, this question helps to support the purpose of the creation

of a booklet that maybe is not a syllabus but at least can help educators to find techniques

and materials to teach visually impaired students throughout the listening skill and maybe

with the time continue improving the techniques and material recommended in this thesis

with the objective of giving visually impaired students the same opportunities than the rest

of the Costa Rica’s population.

Chart No. 5


University


Yes

1

1%

52

No

6

5

99%


Graph No. 5


University


Data Analysis

Concerning this question made to professors from Helen Keller Institute, the main

purpose is to identify the level of preparation received behalf the University to the

professors who work there. Most of the answers showed that none of the educators

answered did not received any sort of lesson at University regarding how to teach English

to students with certain disabilities.

1%

99%

Amount of Professors that Received Lessons to Teach VI Students at the University

Yes No

53

Starting from the fact that this thesis is encouraged by the concern on how to teach

English to students with visual impairment, this question shows the educators reality in

regards the preparation received at college and how important this work is to provide

English teachers with techniques that can be used in the English class not only in the

listening part, which is the focus of this written document, but also in reading, writing and

speaking as techniques can be modified according to the student’s needs.

Chart No. 6

Existence of enough preparation to meet classroom’s challenges


Yes

6

0

0%

No

6

100%


Data Analysis

The objective of this question made to educators who are teaching visually

impaired students is to identify the educators’ perspective regarding their own preparation

independently of the University they attended to. The total amount of people asked,

answered that what universities teach is not enough to confront the challenges in the

54

English classroom. One reason given by one of the professors is that at the beginning

these educators were not prepared to teach with Braille and this technique was learned

with the time and the experience.

4.1.2 Class Observation

The information that is presented below refers to class observations made at the

Instituto de Rehabilitación y Formación Helen Keller. The objective of this class

observation is to examine the techniques used by the professor in the English class in

order to teach VI students. A total of six class observation were made and in the following

charts and graphs the results are presented.

Chart No. 1


Formación Helen Keller

Use

Technique

Yes No Total

Individual Work 4 2 6

Group Work 3 3 6

Play Audio Recordings 4 2 6

Tactile exploration 6 0 6

55

Use of Large Print or Magnifiers 6 0 6

Low Visual Aids 2 4 6

Braille 6 0 6

Graph No. 1


Formación Helen Keller

Source: Class Observation made at Instituto de Rehabilitación y Formación Helen Keller

Data Analysis

0%

20%

40%

60%

80%

100%

120%

IndividualWork

Group Work Play AudioRecordings

TactileExploration

Large Print Low VisualAids

Braille

Teaching Techniques Used at Helen Keller Institute

Yes No

56

During this thesis some class observations were made at the Instituto de

Rehabilitación y Formación Helen Keller, in order to, identify the different techniques used

by professors with sight impaired students. Results showed that the most common

techniques by the educators in this institute are tactile exploration, large print and Braille

with a hundred percent of the usage. Additionally, the second technique most used are

individual work and to play audio recordings with more than the sixty percent of the

educators using it. Group work is used by the educators in equal way. In contrast, low

visual aids are the least used with more than sixty percent of the educators without using

this specific technique. Verbalization technique was not included between the evaluation

aspects of the observation. However, it is a constant at all times in the class at any

moment when the professors speak in order to give instructions.

The second part of this class observation consists on the Infrastructural factors and

the only aspect to take into account is the size of some of the classrooms that sometimes

depending on the amount of the students may be small for the professors. However, not

everything is negative, one positive aspect of this institute is that professors have the

necessary equipment to make Braille material and swell paper.

4.1.3 Questionnaire made to Regular Teachers

The following graphs and charts are the results of the questionnaire number two

made to regular teachers.

57

Chart No. 1

Teachers' Confidence regarding Teaching Students with Visual Disabilities


Yes

53

12

23%

No

41

77%

Source: Questionnaire applied to University students of English teaching.

58

Graphic No. 1


Source: Questionnaire applied to University students of English teaching

Data Analysis

Confidence is one of the most important elements when teaching sight impaired

students as when one of the senses like vision is missing some students may not have

self-confidence and the educators are in charge of transmitting their own to their students.

During this thesis regular professors of English were asked about their confidence on

having a visually impaired learner in their class. Throughout these questionnaires some of

them express confidence but most of them did not show self-confidence talking about

dealing with sight impaired students.

23%

77%


Yes

No

59

Chart No. 2

Teachers who received training to teach visually impaired students


Yes

53

8

15%

No

45

85%


60

Graphic No. 2

Teachers who received training to teach visually impaired students


Data Analysis

Previous preparation to help visually impaired students is a must for all professors

not only for special educators, in order to include professionals in the job market of Costa

Rica. Regardless of whether the person has a visual impairment or not. The main purpose

of this question is to identify if professors were academically prepared to attend the

different visual impairments in class. Resulting that most of the interviewees have not

received training to handle sight impaired students in the classroom.

15%

85%

Teachers who Received Training to Teach Visually Impaired Students

Yes

No

61

Chart No. 3

Teachers' knowledge about supportive institutions


Yes

53

23

43%

No

30

57%


Graphic No. 3

Teachers’ knowledge about supportive institutions

43%

57%

Teachers' Knowledge about Supportive Institutions

Yes

No

62


Data Analysis

Part of the human rights in Costa Rica is the inclusive education. Thankfully, Costa

Rica has the Instituto de Rehabilitación y Formación Helen Keller, CENAREC and Omar

Dengo’s Foundation that are the best known institutions for sight impaired people or assist

people with different kind of disabilities. Supportive organizations like the ones mentioned

above offer prepared educators and assistive technology for educational institutions.

Therefore, it is crucial for professors to know about what these organizations can provide

or assist with, in order to help students with visual impairments or other type of disabilities

in their teaching-learning process. As a result of this specific question made to regular

teachers, it is possible to identify that most of the professors interviewed did not know

about the existence of supportive institutions.

Chart No. 4

Teachers who consider a challenge to teach visually impaired students


63

Yes

53

49 92%

No

4

8%


64

Graphic No. 4

Teachers who consider a challenge to teach visually impaired students


Data Analysis

University professors in Costa Rica already have the challenge to educate the

future of the country and the task becomes harder when students with disabilities are

included in the regular educational system. In this case, the purpose of this question is to

identify if educators see a challenge in teaching students with sight impairment. Resulting

that only a few of the questioned do not consider a challenge to teach sight impaired

learners.

92%

8%

Teachers who Consider a Challenge to Teach Visually Impaired Students

Yes

No

65

Chart No. 5


students


Yes

53

19

36%

No

34

64%


66

Graphic No. 5


students


Data Analysis

Professors’ level of reaction in case they have learners with different needs

becomes important in the development of the student socially in or out of the institution.

Therefore, this question, help to identify that most of the professors do not know what to

do in case they require some kind of support in order to assist sight impaired learners in

the classroom.

36%

64%

Teachers who know what to do in case they Need Help with Visually Impaired Students

Yes

No

67

Chart No. 6

Professors who know techniques to teach visually impaired students


Yes

53

18

35%

No

35

65%


Graphic No. 6

Professors who know Techniques to Teach Visually Impaired Students

65%

35%

Professors who know Techniques to Teach Visually Impaired Students

No

Yes

68


Data Analysis

The main purpose of this question is to acknowledge professors’ awareness

regarding techniques that can be used with students that have any type of visual

impairment. Findings show that the minority of the respondents do not know techniques

when talking about visually impaired learners.

4.1.4 Interview to a Special Education Professor

The following data was collected from an interview made to a professor of special

education with emphasis in visually impaired students and English. The purpose of this

interview is to gather techniques used by a professor and how important is for students

with VI, the auditory memory and listening skill development.

The first question made references to the importance of the auditory memory. The

auditory memory is the skill to remember what is heard in a sequence and in appropriated

order. The development of this memory is crucial for visually impaired students’ mobility.

For example, to teach a sight impaired student to travel by bus they required to develop

their auditory memory in order to remember every aspect during the route. (Mariana

Madrigal Jimenez, special education professor.) Additionally, the development of this

memory helps to use the listening skill.

69

Regarding the second question made to the professor. The data collected, the

specialist said that the listening skill development is important. However, the hearing

sense is not the only one students with VI should develop. The sense of touch is also

crucial in students who have a VI. According to the special education educator if tactile

input, is imbedded within a purposeful activity, it is meaningful to the central nervous

system and can promote learning.

Concerning the third question, the auditory memory deals directly with the listening

sense, the purpose of this question made to the specialist is to identify techniques that can

help to develop the auditory memory and consequently maximize the listening skill in

students with any type of VI. In people who is blind the development of this memory is as

important as the sense of touch. The specialist mentioned some techniques that can help

to develop the auditory memory and at the same time the listening skill, like, tell the

student a story and ask for repetition.

Students who have residual vision, the special education professor agrees that

these learners must use the residual vision they have, as the use of this remaining vision

does not affect the eye condition or make the person’s disability worst. However, the

techniques and material used with learners with residual vision should be adapted

according to the level of vision loss, for example, large print.

One of the questions made to the professor was if English teaching was considered

difficult which answer was negative. This question was made to give the point of view of a

specialist in the area of VI, in order to show educators, especially English teachers, that

teaching visually impaired students may represent a challenge but is not difficult to

develop these students’ skills.

People learn through the hearing of sounds and by imitation of them. Additionally, if

there are difficulties to discover differences and similarities between sounds, most likely

the student may have difficulties understanding instruction, pay attention and speak

70

correctly. Therefore, the professor of special education considers the development of the

perception and discrimination of sounds important for visually impaired students,

especially for blind learners and their personal independence.

Regarding techniques, the educator was asked about teaching techniques. The

main purpose of this question was to identify or find new techniques that the professor of

special education uses in the class that may not be used for other professors that were

interviewed. The specialist mentioned the Braille technique and recommended for blind

students the use of the Joss computer program that talks to the student. Additionally, for

students with low vision techniques used with students without VI were recommended.

However, the special education professor mentioned some considerations that must be

taken, when dealing with students with low vision. For example: with the white board a

black marker is the proper color to be used and with a green chalk board a yellow chalk

should be the one used.

During this research and the information collected, a question came out concerning

how recommended is to apply techniques for blind students, to learners that have not

suffer complete vision loss. The specialist mentioned that it is not recommended to start

using a technique with students who are not completely blind, because without being blind

the student believes himself or herself already as blind and it is not the reality at least at

that moment.

Visual Impairments can happen at birth or during any stage of life. Therefore, the

professor of special education was asked regarding how to teach to students who present

a VI during his or her development. Resulting that the special education professor

mentioned that educators must start since the very beginning and not from the students’

previous knowledge. This aspect represents an important element in case of having this

particular situation in the class, as depending on the stage of life the disability was

presented, the content of the activities can vary, but the technique can be kept.

71

Inclusive education is guaranteed through the work made among the institutions

and their human resources which are the educators. Regarding the last question, the

professor was asked about the collaboration between the supportive institutions and the

educator, the specialist said “the coordination and collaboration between professors,

itinerant professors and supportive institutions is crucial in order to provide the students

with the best learning teaching process.”

4.1.5 Observation of Students

The following data correspond to the Observation made to the students during the

class. The objective of this instrument is to determine which techniques can be used

depending on the students’ learning styles and visual impairment. Among the students that

were observed there are different types of VI like Retinitis Pigmentosa, Blindness, Myopia

and Low Vision and at least two of the students have other associated disabilities.

However, take into account that this instrument can be apply after a medical diagnosis just

to observe students behavior.

72

Chart No. 1

Prefers to sit closer to the professor

Amount of students Responses Total Percentage

Yes

5

5

100%

No

0

0%

Source: Observation made to students of the Instituto de Rehabilitación y Formación

Helen Keller.

Data Analysis

Visually impaired students depending on their VI may require to be close to the

professor in order to have better hearing or to take advantage of their residual vision.

Based on the collected data, most of the VI students observed in the English class prefer

to sit closer to the professor. This particular preference belongs to two learning styles

visual and auditory and when working with VI students the determination of the learning

style helps the educator to select the proper learning techniques for each student.

73

Chart No. 2

Students who use flashcards to learn new words; read them out loud


Yes

5

3

60%

No

2

40%

Source: Observation made to the students of the Instituto de Rehabilitación y Formación

Helen Keller.

74

Graph No. 2

Students who use flashcards to learn new words; read them out loud


Helen Keller.

Data Analysis

Visual Impairment not necessarily means the total loss of the visual sense, some of

the visually impaired students may have a residual vision and it does not hurt them to use

the residual vision they have, in contrast the use of the vision left helps the student to

strengthen the eye with it. Therefore, as far as possible based on the learner’s VI,

flashcards should also be part of the students’ language development. Regarding this

specific preference of the learner it may indicate that the student learns through hearing.

60%

40%

Students who Use Flash Cards to Learn New Words; Read Them out Loud

Yes No

75

Chart No. 3

Students who read stories, assignments, or directions out loud


Yes

5

3

60%

No

2

40%


Helen Keller.

76

Graph No. 3

Students who read stories, assignments, or directions out loud


Helen Keller

Data Analysis

During this observation, most of the students prefer to read out loud independently

of their VI. If the learner requires to read out loud it may indicate that the hearing sense is

the one that works when reading for this student. Additionally, among the students who

preferred to read out loud, there is a blind student which may sound rare, but remember

that blind people can read by using the Braille technique. Another important aspect is that

depending on the students’ VI, the readings used in class required to be in large print or in

Braille.

60%

40%

Students who Read Stories, Assignments, or Directions out Loud

Yes No

77

Chart No. 4

Have test questions read to him/her out loud


Yes

5

2

40%

No

3

60%


Helen Keller.

78

Graph No. 4


Source: Observation made to the students of the Rehabilitation and Formation Institute

Helen Keller.

Data Analysis

Having test questions read out loud is another sign that the learner absorbs the

data through the hearing sense. Furthermore, readings can be use either in Braille or in

large print according to the students’ needs. Acknowledging that the learner acquires the

information through the sense of hearing, the professor can take advantage to develop

even more the listening skill of the student in the English class.

40%

60%

Students who Prefer to Have Test Questions Read out loud

Yes No

79

Chart No. 5

Study new material by reading out loud


Yes

5

3

60%

No

2

40%


Helen Keller.

80

Graph No. 5

Study new material by reading out loud


Helen Keller.

Data Analysis

Most of the time when studying people use different techniques. Reading out loud

is a technique used by some people to acquire knowledge regarding diverse information

and in the case of the students of the Helen Keller Institute who were observed and asked

about the way they study only the minority of them do not use reading out loud to study

new material.

60%

40%

Students who Study New Material by Reading out loud

Yes No

81

Chart No. 6

Participate in activities that involve touching, building, moving, or drawing


Yes

5

5

100%

No

0

0%


Helen Keller.

Data Analysis

The sense of touch is also important in the learning process of all students,

specially, when the learner has a VI, as the type of VI may determine sometimes how the

student perceived the information and the surroundings. Even though, not all the students

observed were blind, all of them like to participate in activities that imply the sense of

hearing. In the case of blind students, in order to recognized shapes of the objects and the

rest of the students to use their residual vision as much as possible, as in some case the

residual vision may be loss completely.

82

Chart No. 7

Do lots of hands-on activities like completing art projects, taking walks, or

acting out stories


Yes

5

5

100%

No

0

0%


Helen Keller.

Data Analysis

Independently of the VI of the learner, touch or hands-on activities are important for

the students’ learning process. Some VI required the student to develop the sense of

touch even though the person has residual vision because people with a rest of vision may

still have problems differentiating, for example, facial expressions. Moreover, the sense of

touch also implies for the learner to do on his or her own, creating independence

atmosphere for the student.

83

Chart No. 8

Student chews gum, walks around, or rocks in a chair while reading, or

studying


Yes

5

1

20%

No

4

80%


Helen Keller.

84

Graph No. 4.6.8

Students chew gum, walk around, or rock in a chair while reading, or

studying


Helen Keller.

Data Analysis

Tactile learners tend to acquire better the information when any type of physical

activity is involved. This learning style is also named kinesthetic. In this particular case

from the five students observed only one of them did prefer to do something while reading

or studying and this student has attention deficit disorder and tend to be distracted easily.

20%

80%

Students who Chew Gum , Walk Around While Reading or Studying

Yes No

85

Chart No. 9

Trace words with the finger to learn spelling (finger spelling)


Yes

5

3

60%

No

2

40%


Helen Keller.

86

Graph No. 9

Students who prefer to trace words with the finger to learn spelling (finger

spelling)


Helen Keller.

Data Analysis

Most of the students observed require finger spelling in order to learn new words

and acquire information. Among the students who need finger spelling there are two blind

students and one with Retinitis Pigmentosa which are the severest VI of the group

60%

40%

Students who trace words with the finger to learn spelling (finger spelling)

Yes No

87

observed. Regarding finger spelling, it is common in blind students through the Braille

technique. However, learners with other VI may require finger spelling as well.

Chart No. 10

Take frequent breaks during reading or studying periods (frequent, but not

long)


Yes

5

5

100%

No

0

0%


Helen Keller

Data Analysis

Visually impaired students who are tactile learners may tend to take frequent

breaks during studying periods. This is not related to the use of their residual vision, it is

the learner’s learning style. Most of the students observed take frequent breaks while

88

studying and this movements were not long and take place inside the class. Sometimes

the breaks were talking to one of their partners or stand up for some minutes and sit down.

Chart No. 11

Student taps a pencil, shakes the foot, or holds on to something while

learning.


Yes

5

0

0%

No

5

100%


Helen Keller.

Data Analysis

89

Within this observation there are preference that are similar but not equal. Most of

the learners observed do not like to be in movement while learning. On the other hand, in

this case the blind student with attention deficit disorders is the only one that change

regarding to be in movement while learning. Therefore, it should considered that learning

styles may change depending on the task the learner has to complete and the technique

use.

Chart No. 12

Use a computer to reinforce learning through the sense of touch


Yes

5

3

60%

No

2

40%


Helen Keller.

90

Graph No. 12



Helen Keller.

Data Analysis

60%

40%

Students who Use a Computer to Reinforce Learning Through the Sense of Touch

Yes No

91

Despite of having a VI, students are able to use computers and most of the

observed learners in this observation prefer to use computer to fortify learning using the

sense of touch. However, the use of technology in the learning process should be carefully

use because not all of the students prefer this option and technology not used properly

may cause distraction like with students without visual disabilities.

Chart No. 13

Sit near the front of the classroom


Yes

5

5

100%

No

0

0%


Helen Keller

Data Analysis

Visually impaired students require curricular adaptations and one of them is to be

sit near in front of the class. Most of the observed leaners did sit near in front of the class

to have a better vision of the professor and the explanation. Moreover, the instructor must

be close to the students who have residual vision for them to take advantage of it and for

92

the blind students to hear the educator’s verbalization while giving the explanation of the

subject.

Chart No. 14

Use flashcards to learn new words


Yes

5

3

60%

No

2

40%


Helen Keller

93

Graph No. 14

Use of flashcards to learn new words


Helen Keller

Data Analysis

The use of flashcards to learn new words in this case without read them out loud

refers to the use of the residual vision. From the five students observed only two of the

60%

40%

Students who Use Flashcards to Learn New Words

Yes No

94

students are not able to use flashcards due to their blindness condition. However, they can

use flash cards with Braille but still if it is new vocabulary they may require to read them

out loud.

Chart No. 15

Write down key words, ideas, or instructions


Yes

5

2

40%

No

3

60%


Helen Keller

95

Graph No. 15



Helen Keller.

Data Analysis

40%

60%

Students who Write down Key Words, Ideas, or Instructions

Yes No

96

Writing in visually impaired students may be delayed due to the amount of time

invested in readings. However, in this case the majority of the students observed prefer to

write keywords, ideas and instructions some of them with the use of papers with raising

lines. Moreover, writing reinforces the use of the residual vision on those that has it.

Chart No. 16

Avoid distractions during study times


Yes

5

2

40%

No

3

60%


Helen Keller.

97

Graph No.16



Helen Keller.

Data Analysis

Distractions are common not only on students without VI but also in the visually

impaired leaners. Two out of five students avoid distraction during study times. Moreover,

40%

60%

Students who Avoid Distractions During Study Times

Yes No

98

two out of the three other students left could not avoid distractions due to associated

disabilities like mild mental retardation and attention deficit disorder.

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

The investigation brought to the researcher useful information and experience. It

aimed the investigator to develop the objectives proposed as well as to identify the factors

that allow or difficult the learning of the students.

The following aspects that are presented, describe how the researcher collected

listening techniques in order to provide inclusive education to students with VI regarding

the English teaching. People with VI need more resources and skills to be inserted in the

workforce and society of the country. Therefore, a second language is one of the aspects

that increases job opportunities for this population.

Throughout the interviews, questionnaires, class observation and observation of

students the techniques used by educators when teaching students with VI were

determined.

Conclusions

99

The following conclusions are based on the data interpretation and experience the

researcher had through the application of the students’ observation and the class’

observation. Moreover, through the interviews and questionnaires made fundamental

information was gathered, like the amount of regular English teachers felt prepared to

assist students with VI.

At this point there are significant conclusions and recommendations that should be

mentioned which are:

For Objective # 1:

First of all, the techniques applied by the specialized professors, were determined

by questionnaires made to 6 professors of students with VI at Helen Keller. All professors

from Helen Keller agreed that they do face challenges when teaching visually impaired

learners, as students with visual impairment sometimes may have associated disabilities

such as motor and metal disabilities, among others.

Large print, swell paper and verbalization of the illustrations and nonverbal

communication activities were some of the techniques mentioned by the professors of

Helen Keller Institute. However, all material for the class is created by the educators and

adapted at Helen Keller.

Five out of the six educators of Helen Keller, mentioned that they did not received

any kind of preparation at the University prior to start working at Helen Keller.

Consequently, it was concluded that there is not enough preparation for educators to meet

classroom’ challenges, in their cases regarding visually impaired learners.

Educators of Helen Keller Institute also said that there is no syllabus or program

specialized for visually impaired students in order to help them to provide this population

with an appropriate teaching-learning process. Therefore, in this thesis a booklet is

provided in order to help professors who initially do not have knowledge about VI. The

100

techniques and activities provided in it are based on the techniques used by the Helen

Keller professors and information find in books and internet.

After the questionnaire, there were six class observations were made in order to

identify even more techniques educators applied with visually impaired students at Helen

Keller. Resulting that around the sixty percent of the educators used audio recordings to

develop the listening skill and the most used techniques were braille, large print and tactile

exploration. However, even though verbalization was not include on the observation at the

time it was created, it was taken into account at the moment the observations were made.

For Objective #2

Concerning knowledge of educators regarding techniques to teach visually

impaired students most of the population who answered the questionnaire did not know

techniques to teach visually impaired students. Moreover, this educators did not show any

confidence speaking about learners with visual impairment. Few of the people who

answered to the questionnaire said that they felt confident about teaching to visually

impaired students.

Consequently, as there is no preparation provided at the Universities for regular

educators to face challenges like teaching visually impaired learners, it results important

for professors without any preparation in this field to think about training when talking

about visually impaired students or any other special field.

For Objective #3

101

In relation to auditory memory and the listening skill, it was determined that both

are important for the visually impaired students’ development, not only in the academic

area but also in social development as the auditory memory helps visually impaired

people, for example, to located themselves during the bus ride. While the listening skill is

the one they use in order to understand what other people say. Additionally, if there is a

weakness in the auditory memory it is difficult for the students to develop the listening skill

as it is hard to remember when the auditory memory is not mature properly.

Recommendations

Professors of visually impaired students must develop the listening skill and the

auditory memory while developing other abilities in the learner.

It is important to take into account the student needs, type of visual impairment and

associated disabilities before applying any technique.

Exposure to sounds, like music and human voice are important for visually

impaired students to develop awareness of the sounds and the surroundings. This

makes references to the auditory memory development.

Individual training is a must. English teachers must be prepare to any kind of

situation and student.

Professors should not avoid saying words like “show”, “see” or “watch” while

developing the English lessons as the visually impaired student must feel there is

no different treatment regarding the rest of the classmates.

Educators must disregard the myth that sight impaired students have better

hearing skills. However, it does not mean they cannot develop it and professor

102

cannot use listening activities with students with VI in order to increase or develop

their listening comprehension of the second language.

Regular techniques used in an English class can be used with sight impaired

learners certain modifications with sight impaired students.

In the particular case of blind students, it is important the usage of Braille material

behalf the educator, but not only use this material, but also understand how this

technique works in the English lessons, in order to help blind students to

understand language.

Some recommendations about Braille are:

a) Items of a written test or activity information must be always in a horizontal

manner.

b) Points must be divided from the text, the following is an example on the

correct way to write an item for a person with VI:

1.Read the text below and answer the questions. (incorrect way to do it.)

1. Read the text below and answer the questions. (correct way to do it.)

Note: The point after the number of the item is separated from the instruction. This rule

applies for texts or readings as well. This particular technique is used to avoid confusion

among the Braille’ marks.

Initial diagnostic as in the rest of regular students, allows the professor to establish

certain methodological aspects.

Illumination of the class, distance for reading and writing, and time management in the

execution of tasks should be considered while activities and techniques are developed.

103

BIBLIOGRAPHY

Access to Justice Populations in Vulnerability Condition, Disabled People. (n.d) Retrieve

from

http://200.91.68.19:81/cumbre/index.php?option=com_content&view=article&id=5&

Itemid=2. Poder Judicial, República de Costa Rica.

Aguilar, G., et al. (2005). Standards and Procedures for Management of Educational

Services for Students with Visual Impairment. Ministerio de Educación Pública,

Costa Rica.

Aguilar, G., Bonilla, J., Cubero, L., Jiménez, C., Murillo, A., Montenegro, F. (2014). Special

Education in Costa Rica: history, evolution, trends and challenges. Centro Nacional

de Recursos para la Educación Inclusiva (CENAREC).

Aguirre, B., Gil, J. M., González, J.L., Osuna, V., Polo, D.C., Vallejo, D., Angulo, M.C.,

Prieto, I. (n.d) Manual of Attention to Students with Special Needs of Educational

http://200.91.68.19:81/cumbre/index.php?option=com_content&view=article&id=5&Itemid=2

http://200.91.68.19:81/cumbre/index.php?option=com_content&view=article&id=5&Itemid=2

104

Support Derived of Visual impairment and deaf blindness. Junta de Andalucía.

Consejería de Educación. Dirección General de Participación e Innovación

Educativa.

Aiazzi, A.M. Teaching English to Blind and Visually Impaired Pupils.

http://www.hltmag.co.uk/jan08/stud02.htm Humanising Language Teaching.

Antezana, P., Dobles, C. (2005). Untangling the conflicts in the process of integration into

the regular education of persons with disabilities. Centro Nacional de Recursos

para la Educación Inclusiva.

Astigmatism. (n.d). https://www.nei.nih.gov/healthyeyes/astigmatism. National Eye

Institute.

Assistive Technology. (n.d). Retrieve from http://www.afb.org/info/living-with-vision-

loss/using-technology/assistive-technology/123. American Foundation for Blind.

Badash, M. (2012). Nearsightedness and Farsightedness (Myopia and Hyperopia).

Balsiger, L. (n.d). Memory and Learning. Retrieve from

http://www.bendlanguageandlearning.com/Memory-and-Learning.pdf

Baraka, M. Teaching Students with Visual Impairments in Inclusive Classrooms, A Case

Study of One Secondary School in Tanzania. Retrieve From

https://www.duo.uio.no/bitstream/handle/10852/36642/MasterxsxThesis.pdf?seque

nce=1

http://www.hltmag.co.uk/jan08/stud02.htm

https://www.nei.nih.gov/healthyeyes/astigmatism

http://www.afb.org/info/living-with-vision-loss/using-technology/assistive-technology/123

http://www.afb.org/info/living-with-vision-loss/using-technology/assistive-technology/123

http://www.bendlanguageandlearning.com/Memory-and-Learning.pdf

https://www.duo.uio.no/bitstream/handle/10852/36642/MasterxsxThesis.pdf?sequence=1

https://www.duo.uio.no/bitstream/handle/10852/36642/MasterxsxThesis.pdf?sequence=1

105

Barclay, L. (2012). Learning to Listen. Listening to Learn. Teaching Listening Skills to

Students with Visual Impairments. AFB Press. American Foundation for Blind.

Biography of Helen Keller. (n.d). Retrieve from

http://www.hellenkeller.cl/index.php?option=com_content&view=article&id=15&Itemid=32

(Accessed on June, 2015). Colegio Helen Keller.

Buck, G. (2001). Assessing Listening. New York: Cambridge University Press.

Bueno, M., Toro, S. Visual Impairment. (1994). Psycho-evolutionary Aspects and

Education. Ediciones Aljibe.

Cordero, M. J., Brade, K., Fernández, A., Aguilar, T. (2012). MDG Acceleration

Framework, National Plan for Vocational Integration of People with Disabilities in

Costa Rica [Adobe Digital Editions version].

Córdoba, P, Coto, R, Ramírez, M. (2005). English Teaching in Costa Rica and listening

skill in the classroom from a Historical Perspective

Costa Rican Education Status. (2013). [Adobe Digital Editions version] Editorama (Eds.).

Fourth Edition.

Dennis, J., Griffin, S. (1979). Reflections an Intermediate Reader. Newbury House

Publishers, Inc.

http://www.hellenkeller.cl/index.php?option=com_content&view=article&id=15&Itemid=32

106

Descriptive Entry with Application of the National Standard of Description. (n.d). Retrieve

from www.archivonacional.go.cr/isad-g/mep.doc. Ministerio de Educación.

Dirección General del Archivo Nacional.

Education Overview. (2014). [Adobe Digital Editions version]

http://cdn.cinde.org.s3.amazonaws.com/content/resources/7.pdf?1416441023

Costa Rican Investment Promotion Agency (CINDE).

Eisenberg, J., Sinclair, P., Slonneger, G., Trump, K., et al. (2010) Guidelines for Working

with Students Who Are Blind or Visually Impaired In Virginia Public Schools.

[Adobe Digital Editions version].

Fraser, K. (2010). Optometric Clinical Practice Guideline, Care of the Patient with Myopia.

[Adobe Digital Editions version]. Retrieve from

http://www.aoa.org/documents/optometrists/CPG-15.pdf. American Optometric

Association.

Fundamental Law of Education. Decree No. 2160. [Adobe Digital Editions version]

Retrieve from http://www.oei.es/quipu/costarica/Ley_2160.pdf. Asamblea

Legislativa de la República de Costa Rica.

García, C. (n.d). Guide Educational of Care for Students with Visual Impairment. Instituto

de Educación de Aguascalientes.

González, L. F, Evolution of Public Education in Costa Rica. San José, Editorial Costa

Rica, 1978.

http://www.archivonacional.go.cr/isad-g/mep.doc

http://www.aoa.org/documents/optometrists/CPG-15.pdf

http://www.oei.es/quipu/costarica/Ley_2160.pdf

107

How are the terms low vision, visually impaired and blind defined?

http://www.washington.edu/doit/Faculty/articles?85. (Accessed on November

2014). University of Washington.

Impairment, Disability and Handicap (n.d).

http://www.pediatrics.emory.edu/divisions/neonatology/dpc/Impairment%20MX.html

Emory University School of Medicine, Department of Pediatrics.

Katz, B. (2014.) Special Education Guide. Retrieve from: www.specialeducationguide.com

Learning about Blindness. (2015). http://www.afb.org/info/living-with-vision-loss/for-job-

seekers/for-employers/visual-impairment-and-your-current-workforce/learning-

about-blindness/12345. American Foundation for Blind.

Listening: An Important Skill and Its Various Aspects. (2013). http://www.the-

criterion.com/V4/n1/Babita.pdf. The Criterion an International Journal in English.

Maroto, A., Piedra, K. (2012). Thesis: Analysis of Circumstances why English Training

programs at Ministry of Public Education does not incorporate specific policies to

deal with visual impaired students, based on a study carried at Helen Keller

Institute. Magister University.

Martínez, J. Introduction to Ophthalmology.

http://www.oftalmologiacostarica.com/archivos_de_usuario/documentos/introduccio

http://www.washington.edu/doit/Faculty/articles?85



http://www.afb.org/info/living-with-vision-loss/for-job-seekers/for-employers/visual-impairment-and-your-current-workforce/learning-about-blindness/12345



http://www.the-criterion.com/V4/n1/Babita.pdf

http://www.the-criterion.com/V4/n1/Babita.pdf

http://www.oftalmologiacostarica.com/archivos_de_usuario/documentos/introduccion_oftalmologia.pdf

108

n_oftalmologia.pdf. Asociación Oftalmológica de Costa Rica. Universidad de Costa

Rica.

Meléndez, L. (2005). Special Education in Costa Rica, Foundations and Evolution.

Editorial Universidad Estatal a Distancia

Merriam-Webster’s Dictionary and Thesaurus (2006). Merriam-Webster, Incorporated.

Molina, I. (2007- 2008). Education and society in Costa Rica: from 1821 to the present (an

unauthorized story). Dialogues. Electronic Magazine of History. [Adobe Digital

Editions version] Retrieve from

http://historia.fcs.ucr.ac.cr/articulos/2007/vol2/7vol8n2imolina.pdf

Muñoz, I. Education and municipal regime in Costa Rica from 1821 to 1882. San Jose,

Editorial of the University of Costa Rica, 2002.

Muñoz, M. (2008). Teaching methods of general teachers and its relationship with

academic performance in students with specific learning disabilities.

National Education Systems. http://www.oei.es/quipu/costarica/#sis. (Accessed on

September 2014). Organización de Estados Iberoamericanos.

National Plan for Vocational Integration of People with Disabilities in Costa Rica. (2012).

Retrieve from

http://www.undp.org/content/dam/undp/library/MDG/MDG%20Acceleration%20Fra

http://www.oftalmologiacostarica.com/archivos_de_usuario/documentos/introduccion_oftalmologia.pdf

http://historia.fcs.ucr.ac.cr/articulos/2007/vol2/7vol8n2imolina.pdf

http://www.oei.es/quipu/costarica/#sis

http://www.undp.org/content/dam/undp/library/MDG/MDG%20Acceleration%20Framework/MAF%20Reports/LAC/Costa%20Rica/Costa%20Rica%20-%20ENGLISH%20-%20WEB1.pdf

109

mework/MAF%20Reports/LAC/Costa%20Rica/Costa%20Rica%20-

%20ENGLISH%20-%20WEB1.pdf

Nolan,E. (n.d). Children with Special Needs, Barriers and Opportunities in Serbia. Retrieve

from: http://www.unicef.org/ceecis/SEN_Serbia.pdf. UNICEF.

Norms and Procedures for Management of Educational Services for Students with Visual

Disabilities. (1997) Retrieve From http://es.slideshare.net/ProfeJanet/politicas-

normativa-y-procedimientos-para-el-acceso-a-la-educacin-de-los-estudiantes-con-

necesidades-educativas-especiales. Ministerio de Educación Pública, CENAREC.

Pourhossein, A. (February 1, 2012). Visual, Auditory, Kinesthetic Learning Styles and their

Impacts on English Language Teaching. Retrieve From

http://www.macrothink.org/journal/index.php/jse/article/view/1007/1066

Powel, P. (2013). English Language Teacher Education in a Diverse Environment.

Retrieve from

http://www.britishcouncil.in/sites/britishcouncil.in2/files/tec_13_publication_final_version.pdf

Programming for Individual Needs, Teaching Children who are Blind or Visually Impaired.

(n.d). Retrieve from

http://www.ed.gov.nl.ca/edu/k12/studentsupportservices/publications/TeachingStud

entsBlind.pdf. Canada’s Department of Education.

Quesada, J. R. Education and citizenship in Costa Rica from 1810 to 1821 colonial twilight

threshold of political modernity.(2007). Editorial of the University of Costa Rica.



http://www.unicef.org/ceecis/SEN_Serbia.pdf

http://es.slideshare.net/ProfeJanet/politicas-normativa-y-procedimientos-para-el-acceso-a-la-educacin-de-los-estudiantes-con-necesidades-educativas-especiales



http://www.macrothink.org/journal/index.php/jse/article/view/1007/1066

http://www.britishcouncil.in/sites/britishcouncil.in2/files/tec_13_publication_final_version.pdf

http://www.ed.gov.nl.ca/edu/k12/studentsupportservices/publications/TeachingStudentsBlind.pdf

http://www.ed.gov.nl.ca/edu/k12/studentsupportservices/publications/TeachingStudentsBlind.pdf

110

Quirós, A. M. A historical overview of the actions in promoting inclusive education of

students in disability status in Costa Rica [Adobe Digital Editions version] Retrieve

From http://www.innovemosdoc.cl/diversidad_equidad/programa/CENAREC.pdf

Report OEI-Ministry (Accessed on August 2014.) http://www.oei.es/quipu/costarica/

Rodríguez, I. Educational resources for teaching English, applicable to students with visual

impairment. (Accessed on August 2014.)

http://www.gibralfaro.uma.es/educacion/pag_1513.htmGibralfaro

Smith, S.L. (2000). Without simple answers, recognize the child with problems of

apprenticeship. San Juan: Plaza Mayor Editorial.

Spungin, S. & Ferrell, K. (2007). The Role and Function of the Teacher of Students with

Visual Impairments. A Position Paper of the Division on Visual Impairments.

Council of Exceptional Children

Suárez, I. M. (2009) Teaching resources for teaching English, applicable to students with

visual impairment. Retrieve from

http://www.gibralfaro.uma.es/educacion/pag_1513.htm

Taylor, J.L. (2015). Educating Students with Visual Impairments for Inclusion in Society. A

Paper on The Inclusion Of Students With Visual Impairment, Executive Summary.

http://www.afb.org/info/programs-and-services/professional-

development/teachers/inclusive-education/1235.

http://www.innovemosdoc.cl/diversidad_equidad/programa/CENAREC.pdf

http://www.oei.es/quipu/costarica/

http://www.gibralfaro.uma.es/educacion/pag_1513.htmGibralfaro

http://www.gibralfaro.uma.es/educacion/pag_1513.htm

http://www.afb.org/info/programs-and-services/professional-development/teachers/inclusive-education/1235

http://www.afb.org/info/programs-and-services/professional-development/teachers/inclusive-education/1235

111

The Human Eye, Its Functions, and Visual Impairment. (n.d). Retrieve from

http://www.afb.org/info/the-human-eye-its-functions-and-visual-impairment/5AFB.

American Foundation for the Blind.

Torres, A. (2006). Attention to Blind or Visually Impaired Student. Editorial Universidad

Estatal a Distancia.

Towards the Society of Information and Knowledge in Costa Rica (2011). ICT and Persons

with Disabilities in Costa Rica, Chapter 9. Retrieve From

http://www.prosic.ucr.ac.cr/sites/default/files/documentos/capitulo_9_0.pdf

Vindas, O. M. (2012). Management Plan implementation Integrated Special Education

Classrooms and Special Education Center [Adobe Digital Editions version].

Retrieve From http://www.mep.go.cr/sites/default/files/educacion_especial.pdf

http://www.afb.org/info/the-human-eye-its-functions-and-visual-impairment/5

http://www.prosic.ucr.ac.cr/sites/default/files/documentos/capitulo_9_0.pdf

112

APPENDIX

113

Class Observation

Student name: _________________________

Type and severity of the visual impairment: _______________________________

If the student has low vision, does the learner use the residual vision? __________

Nature and degree of intervention: ______________________________________

Presence of other disabilities: _________________________________________

Yes No

Prefers to sit closer to the professor

Use flashcards to learn new words; read them out loud

Read stories, assignments, or directions out loud


Study new material by reading it out loud

Participate in activities that involve touching, building, moving, or

drawing

Do lots of hands-on activities like completing art projects, taking

walks, or acting out stories

It's OK to chew gum, walk around, or rock in a chair while reading

or studying

Trace words with the finger to learn spelling (finger spelling)

Take frequent breaks during reading or studying periods

(frequent, but not long)

It's OK to tap a pencil, shake your foot, or hold on to something

while learning

114


Sit near the front of the classroom

Use flashcards to learn new words



Interview

1. Is it imperative to work the auditory memory in sighted impaired learners?

_____________________________________________________________

2. Do you think the development of the listening skill in visually impaired students is

important?

_____________________________________________________________

3. If the student does not have good auditory memory. Do you know techniques that

can help a professor to develop the auditory memory? Which?

_____________________________________________________________

4. Should the student with residual vision, use their residual vision?

_____________________________________________________________

5. Do you think that teaching people with visual impairment is difficult for an English

teacher?

_____________________________________________________________

6. Is it important for the student, in the foreign language learning process, to develop

the perception and auditory discrimination?

_____________________________________________________________

115

7. Do you know techniques in order to teach visually impaired students?

_____________________________________________________________

8. In the particular case of students with Retinitis Pigmentosa that the vision loss is

progressive, should the professor start using the Braille technique with the student

before he or she losses the vision completely? _____________________________

9. When the VI is presented during the person’s development and not since birth

should the professor start from what the student knows?

_____________________________________________________________

10. Do you think that the professor collaboration with supportive institutions is

important for the development of the students in regular classroom?

_____________________________________________________________

116

Class Observation

Teaching Technique Used Yes No

1. Individual Work

2. Group Work

3. Play audio recordings

4. Tactile Exploration

5. Use of large-print and/or magnifiers

6. Low visual aids

7. Braille

Infrastructural factors Yes No

Lights

Furniture (desks and chairs)

Class arrangement

External noise

Board condition

Classroom condition

117

Special Equipment

Observations: ___________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Questionnaire #1

Educator teaching visually impaired students:

1. Do you face challenges when teaching visually impaired students? Which?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. Do you know specific techniques to teach visually impaired students? If your

answer is yes, specify which techniques you know

__________________________________________________________________

__________________________________________________________________

3. Is there any preparation regular teachers can take in Costa Rica to assist students

with visual impairment? If your answer is yes, specify which?

__________________________________________________________________

__________________________________________________________________

4. Behalf the Ministry of Education, do you have a special syllabus to work with

visually impaired students? If your answer is yes, specify which?

118

__________________________________________________________________

__________________________________________________________________

5. Did you receive some sort of lesson on how to teach English to students with

certain disabilities at the University?

__________________________________________________________________

__________________________________________________________________

6. Do you think that what you were taught in college was enough to meet the

challenges of the Costa Rican classrooms? If your answer is yes, specify why?

__________________________________________________________________

__________________________________________________________________

Questionnaire #2

Educator teaching regular students:

1. Do you feel prepared to teach English to visually impaired students?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. Have you received any training in order to know how to help visually impaired

students in the English class? If your answer is yes, mention which?

__________________________________________________________________

__________________________________________________________________

3. Do you know institutions that can help you in case you have visually impaired

students? Which?

__________________________________________________________________

__________________________________________________________________

4. Do you think having a visually impaired student in the classroom will be a challenge

for you? ___________________________________________________________

119

5. Do you know how to proceed in case you need help with a visually impaired

student?

__________________________________________________________________

6. Do you know techniques that may help you to teach this type of disability in the

English class? Which?

__________________________________________________________________

__________________________________________________________________

1

Licenciatura Degree in English Teaching

English Department

Tesis

To Obtain the Licenciatura Degree in English Teaching

Suggesting Techniques to Teach Visually Impaired Students Using the Listening Skill, in the English Lessons

2015

2

Contents: Page:

Introduction 3

Objectives 4

Activity No.1 05 to 08

Activity No.2 09 to 10

Activity No.3 10

Activity No.4 11

Activity No.5 12

Other Recommended Activities 13 to 14

Book References 15

3

Introduction:

On March 15th of 1944, through the constitutive law number 61 is declared of public interest the education

of kids who suffer of mental retardation, or auditory, visual or vocal system disorder or any other physical

impairment that prevents kids successfully pursue the teachings of the common school. After the creation of the

University of Costa Rica, the establishment of the first school of special education in 1940 is considered one of the

most important institutional achievement regarding education during the years of the social reform.

Visually impaired students can be presented in all educators classrooms. Therefore, the importance of

prepared professors to help sight impaired learners through their learning process. Consequently, professors

should have a guide of techniques and activities that can help them and their students with VI, in order to

integrate this population into regular classrooms and with the same learning opportunities like the rest of the Costa

Rican population.

4

Objectives:

General Objectives:

Specific Objectives:

Describe different listening techniques that can be used in the English class with visually impaired students.

Integrate the most important techniques that can help VI students to develop their listening skill in the English class and for

everyday life.

Present alternative activities educators can used in the English class developing the listening skills of VI learners.

5

Activity 1. Instructions: This particular activity may represents some people’s life situations. Additionally, the recording

together with the listening activities A, B and C represent a sequence and one of the techniques recommended to apply with visually

impaired students. Moreover, as a final, activity to close the sequence, professor can ask the student to make an oral summary of what he

or she heard in the recording. This activity can be used with low vision or blind students, but in case of blind students the professor can

read the statement and its respective options for the student to make a choice orally.

Preparing to listen

When choosing a job, people need to consider many things, people should think about the salary. How much money does the job pay?

They should also think about what the job is really like. For example, is it exciting, fun, or dangerous? It’s a good idea for people to find a

job that’s right for them, to do work they enjoy and are good at doing.

A. Listening One: What is my Job?

Listen to the beginning of “What is My Job?” Circle the correct answer to complete each statement.

1. You are listening to a __________?

a. job interview

b. game show

c. radio show

6

2. Wayne is a _________.

a. host

b. contestant

c. guest

3. Rita is a _________.

a. host

b. contestant

c. guest

4. Peter is going to describe ___________.

a. his job

b. his company

c. himself

5. Can you predict what Peter will talk about? (Circle more than one answer.)

a. What he does

b. where he works

c. how much money he makes

d. what is he like

e. what he likes to do

7

B. Listening for Main Ideas

Now listen to the whole show. Circle the correct answer to complete each statement.

1. Rita asks Peter _________questions.

a. two

b. three

c. four

2. Peter works in a _________.

a. Restaurant

b. factory

c. bakery

3. Peter is ________.

a. A factory worker

b. a chef

c. an ice-cream taster

4. Peter has to be careful with _________.

a. his taste buds

b. the ice cream

c. the factory machines

8

5. Peter thinks his job is __________.

a. tiring

b. great

c. dangerous

C. Listening for Details

Listen to “What´s My Job?” again. Then read each statement and decide if it is true or false. Write T (true) or F (false) next to it.

_____ 1. Peter can be creative at work.

_____ 2. Peter thinks of new ice-cream flavors.

_____ 3. He eats all the ice cream at work.

_____ 4. He doesn’t eat spicy foods.

_____ 5. He doesn’t drink alcohol or coffee.

_____ 6. He smokes.

_____ 7. He has a one million dollar insurance policy for his taste buds.

_____ 8. He studied ice-cream tasting in school.

9

Activity 2. Instructions: This activity corresponds to the discrimination technique, where the students have to discriminate

options given according to the recording played by the professor. This technique of discrimination helps sight impaired students to develop

the auditory discrimination. This activity can be for low vision or blind students, but in case of blind students the professor can read the

statement and its respective options for the student to make a choice orally.

A. Listening for Main Ideas

Listen to the whole radio commercial for Thin-Fats. Circle the correct answer to complete each sentence.

1. Thin-Fast is a weight loss _________.

a. Pill

b. Drink

c. Powder

2. Mary Ann feels ________.

a. Overweight and unhappy

b. Thin and unhappy

c. Thin and happy

10

3. When using Thin-Fast, you _________.

a. Have to go on a diet

b. Have to exercise

c. Can eat fattening foods

4. The ingredients in Thin-Fast are ______.

a. Artificial

b. Natural

Activity 3. Instructions: Prior to this activity. Present the students an object and ask them to say everything they can about

that object. Allow the students to touch the object. Then, play the recording to show the students the description of different objects.

Finally asked the student to remember the other of the objects mentioned in the recording. This listening technique allows students to

develop vocabulary, consequently, increasing listening comprehension and auditory memory of the sight impaired learner. Take into account

that this activity can be done with other objects different to appliances.

Listen to the Recording

Listen to the man describing appliances. Then, guess based on the description given the appliance, the man is talking about and

discuss with a partner.

11

Activity 4. Instructions: The following activity can help students to improve their auditory perception and association.

Moreover, by playing with sounds and asks to repeat the sounds in the same order they were heard, the auditory memory can be developed

applying the repetition technique. This activity can be changed depending on the age of the learner. For example, it can be change to a

sounds’ lottery with images that can be adapted depending on the students’ needs. Additionally, professors can also, create an activity

about listening to different sounds of everyday activities, creating a sequence like slamming doors, wash dishes and whistling.

Listen to Recognize

Listen to the following sounds and recognized the different sounds presented. Discuss with a partner what you heard. Then,

repeat the order of the sounds you heard and list them.

1. ______________

2. ______________

3. ______________

4. ______________

5. ______________

6. ______________

7. ______________

8. ______________

9. ______________

10. ______________

12

Activity 5. Instructions: Auditory technique like repetition, increases the auditory memory and this activity can be applied not

only in class but also at home.

Listen to the Instructor

Listen to your instructor and the short story. Then, repeat the story by yourself.

Note: All the activities presented can be used with blind students using the Braille technique when applicable.

Jane and Laura are walking to the mall. They want to buy new clothes. Jane has some money and Laura has some money.

Suddenly, Jane is calling: "Laura! Laura! Look at that dress! Isn't it beautiful? I want that dress, but I don't have enough money."

Laura is calling: "What are you talking about? This is an ugly dress! It is just horrible! I don't even want to see this dress."

"Ok, ok…" Jane is whispering sadly.

Suddenly Laura is calling: "Oh my god! Look at this dress! It is beautiful! I want this dress. Oh, but look at the price. It is too expensive for

me."

Now Jane is calling: "What are you talking about? This is an ugly dress! It is really horrible! I don't even want to see it."

"Ok, ok…" Laura is whispering sadly.

Now Jane is sad, and Laura is sad. They are walking home. They have no new clothes, but they know that next time they should respect other

opinions…

13

Suggested Activities

Following there are some activities to stimulate the hearing sense and auditory memory of the learner, suggested in the book

“Visual Impairment. Psycho-evolutionary aspects and education”, describing the objective and the material required and which senses

develops. Take into account that this activities can be modified depending on the content of the class.

Objective: Auditory and Tactile Development

Material: Drump, Triangle and Flaute

Activities:

- Blow two or more instruments to distinguish the place whence

- Have students touch the various instruments

- Make different series with various instruments and ask the student to repeat

- Mix objects sound with rhythmic instruments and ask them to identify

- Mix sound instruments and request that identifies you play with your hands or mouth

14


Material: Bells

Activities:

- Tactile recognition of the instrument

- Description of the instrument

- Make ring different bells to appreciate the sounds

- Locate the place from which the sound

- Ring the bell near one ear and then the other

- Walking toward the sound

- Walking to the beat of what bells mark

- Repeat simple rhythmic series

Objective: Auditory Development

Material: Coins, Legumes, Nuts and Bottles

Activities:

- Discriminate sounds of various objects in bottles

- Match bottles according to their sounds

- Play rhythmic series with different bottles for the student to repeat

15


Material: Different papers (newspaper, silk, patent leather)

Activities: with pieces of paper, foil or similar:

- Make various bends with the student wants

- Do folds to make a fan

- Rip papers with hands

- Hear the sound of each role when it breaks

16

Book References

Arjona, C., Bueno, M., Toro, Salvador. Visual Impairment. Psycho-evolutionary Aspects and Education

Suárez, E. Thesis. Define innovative techniques to assess visually impaired students in the specific listening skill, in

the English Teaching lessons.

suggesting techniques to teach visually impaired students

Documents