Understanding differentiated instruction to promote oral interaction among blind learners in a mainstream class
Children have the right to be educated regardless their abilities or disabilities, social status, religion and so forth. Unfortunately, over the years, people such as blind children have been excluded from society depriving them of their right of education (McCarthy & Shevlin, 2017). In the cont...
- Autores:
-
Caré Martínez, Ruth Esther
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/2466
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/2466
- Palabra clave:
- Instrucción diferenciada
Estudiantes ciegos
Inclusión
Práctica docente
Differentiated instruction
Blind learners
Inclusion
Teaching practice
- Rights
- openAccess
- License
- Copyright Universidad de Córdoba, 2020
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Understanding differentiated instruction to promote oral interaction among blind learners in a mainstream class |
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Understanding differentiated instruction to promote oral interaction among blind learners in a mainstream class |
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Understanding differentiated instruction to promote oral interaction among blind learners in a mainstream class Instrucción diferenciada Estudiantes ciegos Inclusión Práctica docente Differentiated instruction Blind learners Inclusion Teaching practice |
| title_short |
Understanding differentiated instruction to promote oral interaction among blind learners in a mainstream class |
| title_full |
Understanding differentiated instruction to promote oral interaction among blind learners in a mainstream class |
| title_fullStr |
Understanding differentiated instruction to promote oral interaction among blind learners in a mainstream class |
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Understanding differentiated instruction to promote oral interaction among blind learners in a mainstream class |
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Understanding differentiated instruction to promote oral interaction among blind learners in a mainstream class |
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Caré Martínez, Ruth Esther |
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Caré Martínez, Ruth Esther |
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Instrucción diferenciada Estudiantes ciegos Inclusión Práctica docente |
| topic |
Instrucción diferenciada Estudiantes ciegos Inclusión Práctica docente Differentiated instruction Blind learners Inclusion Teaching practice |
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Differentiated instruction Blind learners Inclusion Teaching practice |
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Children have the right to be educated regardless their abilities or disabilities, social status, religion and so forth. Unfortunately, over the years, people such as blind children have been excluded from society depriving them of their right of education (McCarthy & Shevlin, 2017). In the context of this study, few opportunities are given to blind students to improve the speaking skill. Moreover, I had a puzzle about teaching English to blind learners studying English in regular classrooms. Then, I need to understand how Differentiated instruction works within a regular lesson to promote oral interaction to blind students. Accordingly, this study aimed to explore teacher´s understanding of differentiated instruction for developing blind learners’ oral interaction. This exploratory practice study was carried out observing my own practice implementing differentiated instruction for teaching 3 blind students within a regular classroom from a public school in Monteria. Findings from this study evidenced that to ensure a coherent planning for all I must provide instruction that caters for all students. Besides, I must locate the challenges I faced in this process turning them into learning opportunities. |
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2019-12-20 |
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Acosta, G., & Barreto, K. (2016). Using classroom peer group as a di strategy to promote social acceptance of vi students in a regular classroom. (Unpublished BA). Universidad de Córdoba. Montería, Colombia. Arroyo, K., & Zabaleta, D. (2015). Exploring differentiated instruction in terms of strategies to teach English to visually impair students. (Unpublished BA dissertation). Universidad de Córdoba.Montería, Colombia. Blaz, D. (2006). Differentiated Instruction: A guide for foreign language teachers. New York, NY: Richard H. Adin. Bohorquez, P., & Agudelo, C. (2015). Exploring differentiated instruction to teach English to visually impaired students. (Unpublished BA dissertation). Universidad de Córdoba. Montería, Colombia. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Retrieved from: https://www.tandfonline.com/doi/ref/10.1191/1478088706qp063oa?scroll=top Burkett, J. A. (2013). Teacher perception on differentiated instruction and its influence on instructional practice (Doctoral dissertation). Oklahoma State University, Edmond, Oklahoma. Castellanos, C. (1996). The blind child in the regular elementary classroom. National federation of the blind, 15(3), Retrieved from:https://nfb.org/images/nfb/publications/fr/fr15/issue3/f150302.html Charters, E. (2003). The use of think-aloud methods in qualitative research an introduction to think-aloud methods. Brock Education: A Journal of Educational Research and Practice, 12(2). Donato, R. Action Research: Exploring teaching practices. University of Pittsburgh. Elliott, V. F. (2018). Thinking about the coding process in qualitative data analysis. The Qualitative Report, 23(11), 2850-2861. Ernest, J. M., Heckaman, K. A., Thompson, S. E., Hull, K. M., & Carter, S. W. (2011). Increasing the teaching efficacy of a beginning special education teacher using differentiated instruction: A case study. International Journal of Special Education, 26(1), 191-201. Ferrance, E. (2000). Action research. Providence: Brown University. Retrieved from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education- alliance/files/publications/act_research.pdf Garcia, P., Nieto, J., & Arbeláez, C. (2016). English teachers´ attitudes toward inclusive education: A literature review. Avances en Educación y Humanidades, 1(1), 61-71. Hammeken, P. (2000). Inclusion 450 strategies for success. Minnetonka, Minesota: Peytral Publications. Hehir, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidences on inclusive education. Sao Paulo: Abt Associates. Retrieved from https://www.researchgate.net/publication/312084483_A_Summary_of_the_Research_Evidence on_Inclusive_Education Kawulich, B. B. (2005, May). Participant observation as a data collection method. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 6(2). Retrieved from http://www.qualitative-research.net/index.php/fqs/rt/printerFriendly/466/996 Kleege, G., & Wallin, S. (2015). Audio Description as a pedagogical tool. Disability Studies Quarterly, 35(2). Lunsford, K. J. (2017). Challenges to Implementing Differentiated Instruction in Middle School Classrooms with Mixed Skill Levels (Doctoral dissertation). Walden University, Minnesota, Minneapolis. Martin, J. (2019). Assistive technology for kids with learning and attention issues: what you need to know. Retrieved February 19, 2019 from [https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/assistive-technology-what-it-is-and-how-it-works] McCarthy, P. & Shevlin, M. (2017). Opportunities and challenges in secondary education for blind/vision-impaired people in the Republic of Ireland. Disability & Society, 327,1007-1026. doi: 10.1080/09687599.2017.1337564 60 Moira, M. & Brid, D. (2007). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. AISHE-J,3. Retrieved from http://webcache.googleusercontent.com/search?q=cache:http://ojs.aishe.org/index.php/aishe- j/article/viewFile/335/553 Nunan, D., & Bailey, K. (2009). Exploring second language classroom research. A comprehensive guide. Canada: Heinle, Cengage learning. Oliver, F. (2016). Teachers' perspectives on differentiated instruction in the foreign language classroom (Doctoral dissertation). University of Iceland, Reykjavik, Iceland. Rachmawati, M., & Nu’man, T. (2016). Differentiated instructions for special needs in inclusive schools: A preliminary study. Future Academy Cognitive Trading, 217,585-593. doi: 10.1016/j.sbspro.2016.02.053 Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Hong Kong: Cambridge University Press. Smith, J. C. (2011). Differentiated instruction: Exploring implementation at the middle level (Doctoral dissertation). University of Colorado, Colorado Springs, Colorado. Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291-301. doi: 10.1016/j.tate.2017.06.020 Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. Tomlinson, C. A. (2001). The differentiated classroom: Responding to the needs of all learners. Alexandria: Association for Supervision and Curriculum Development. UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. UNESCO Waterfield, J. and West, B. (2008) Meeting the specific requirements of Blind and Partially Sighted Students studying in Higher Education in the UK. Plymouth: University of Plymouth. Whipple, K. A. (2012). Differentiated instruction: A survey study of teacher understanding and implementation in a southeast Massachusetts school district (Doctoral dissertation). Northeastern University, Boston, Massachusetts. Wilkinson, B. (2012). Suggested teaching strategies with blind learners and partially sighted students. University of Leicester: Cambridge. Yanoff, J. (2007). The classroom teacher´s inclusion. Practical methods for integrating students with special needs. Chicago: Arthur Coyle Press. |
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Caré Martínez, Ruth Esther64dadf7b-1f9f-4b40-9662-5411f866ab48-1Montería, Córdoba2019-12-28T12:50:48Z2019-09-24T21:30:16Z2019-12-28T12:50:48Z2019-09-24T21:30:16Z2019-12-20https://repositorio.unicordoba.edu.co/handle/ucordoba/2466Children have the right to be educated regardless their abilities or disabilities, social status, religion and so forth. Unfortunately, over the years, people such as blind children have been excluded from society depriving them of their right of education (McCarthy & Shevlin, 2017). In the context of this study, few opportunities are given to blind students to improve the speaking skill. Moreover, I had a puzzle about teaching English to blind learners studying English in regular classrooms. Then, I need to understand how Differentiated instruction works within a regular lesson to promote oral interaction to blind students. Accordingly, this study aimed to explore teacher´s understanding of differentiated instruction for developing blind learners’ oral interaction. This exploratory practice study was carried out observing my own practice implementing differentiated instruction for teaching 3 blind students within a regular classroom from a public school in Monteria. Findings from this study evidenced that to ensure a coherent planning for all I must provide instruction that caters for all students. Besides, I must locate the challenges I faced in this process turning them into learning opportunities.1. INTRODUCTION ......................................................... 82. THEORETICAL FRAMEWORK ................................................ 112.1. Conceptual Framework .............................................. 112.1.1. Integration, segregation and inclusion ...................................... 112.1.2. Differentiated instruction. ......................................... 122.1.3. Blind learners ........................................................... 182.1.4. Adaptations ........................................................ 202.2. Literature Review ...................................................... 223. METHODOLOGY ............................................................. .273.1. Type of research ................................................................ 273.2. Context and participants ....................................... 283.3. Data collection Procedures ............................................... 293.4. Data Analysis ................................................................ 304. FINDINGS. ................................................................... 324.1. Providing instruction that caters for all students .................. 324.1.1. Modelling lessons for demonstrating tasks ............................ 394.1.2. Use of Spanish……………………………………………………..424.1.3. Pre-assessment………………………………………………………………………..444.1.4. Planning for all ………………………………………………………………………464.2. Identifying challenges and overcoming difficulties ...................... 485. DISCUSSION ................................................................. 516. CONCLUSIONS ........................................................................ 557. REFERENCES ......................................................... 578. APPENDIXES ........................................................................................................... 628.1. Appendix 1 –Journal lesson 2…………………………………………………………...628.2. Appendix 2 – Journal lesson 1 ................................................. 648.3. Appendix 3 – Pictures cooperative work ............................................ 668.4. Appendix 4 – second differentiated lesson ....................................... 67PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésTrabajo de Investigación/ExtensiónApplication/pdfspaUniversidad de CórdobaFacultad de Educación y Ciencias HumanasLicenciatura en Lenguas Extranjeras con Énfasis en InglésCopyright Universidad de Córdoba, 2020https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_abf2Understanding differentiated instruction to promote oral interaction among blind learners in a mainstream classTrabajo de grado - PregradoInfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1fInfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Acosta, G., & Barreto, K. (2016). Using classroom peer group as a di strategy to promote social acceptance of vi students in a regular classroom. (Unpublished BA). Universidad de Córdoba. Montería, Colombia.Arroyo, K., & Zabaleta, D. (2015). Exploring differentiated instruction in terms of strategies to teach English to visually impair students. (Unpublished BA dissertation). Universidad de Córdoba.Montería, Colombia.Blaz, D. (2006). Differentiated Instruction: A guide for foreign language teachers. New York, NY: Richard H. Adin.Bohorquez, P., & Agudelo, C. (2015). Exploring differentiated instruction to teach English to visually impaired students. (Unpublished BA dissertation). Universidad de Córdoba. Montería, Colombia.Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Retrieved from: https://www.tandfonline.com/doi/ref/10.1191/1478088706qp063oa?scroll=topBurkett, J. A. (2013). Teacher perception on differentiated instruction and its influence on instructional practice (Doctoral dissertation). Oklahoma State University, Edmond, Oklahoma.Castellanos, C. (1996). The blind child in the regular elementary classroom. National federation of the blind, 15(3), Retrieved from:https://nfb.org/images/nfb/publications/fr/fr15/issue3/f150302.htmlCharters, E. (2003). The use of think-aloud methods in qualitative research an introduction to think-aloud methods. Brock Education: A Journal of Educational Research and Practice, 12(2).Donato, R. Action Research: Exploring teaching practices. University of Pittsburgh.Elliott, V. F. (2018). Thinking about the coding process in qualitative data analysis. The Qualitative Report, 23(11), 2850-2861.Ernest, J. M., Heckaman, K. A., Thompson, S. E., Hull, K. M., & Carter, S. W. (2011). Increasing the teaching efficacy of a beginning special education teacher using differentiated instruction: A case study. International Journal of Special Education, 26(1), 191-201.Ferrance, E. (2000). Action research. Providence: Brown University. Retrieved from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education- alliance/files/publications/act_research.pdfGarcia, P., Nieto, J., & Arbeláez, C. (2016). English teachers´ attitudes toward inclusive education: A literature review. Avances en Educación y Humanidades, 1(1), 61-71.Hammeken, P. (2000). Inclusion 450 strategies for success. Minnetonka, Minesota: Peytral Publications.Hehir, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidences on inclusive education. Sao Paulo: Abt Associates. Retrieved from https://www.researchgate.net/publication/312084483_A_Summary_of_the_Research_Evidence on_Inclusive_EducationKawulich, B. B. (2005, May). Participant observation as a data collection method. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 6(2). Retrieved from http://www.qualitative-research.net/index.php/fqs/rt/printerFriendly/466/996Kleege, G., & Wallin, S. (2015). Audio Description as a pedagogical tool. Disability Studies Quarterly, 35(2).Lunsford, K. J. (2017). Challenges to Implementing Differentiated Instruction in Middle School Classrooms with Mixed Skill Levels (Doctoral dissertation). Walden University, Minnesota, Minneapolis.Martin, J. (2019). Assistive technology for kids with learning and attention issues: what you need to know. Retrieved February 19, 2019 from [https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/assistive-technology-what-it-is-and-how-it-works]McCarthy, P. & Shevlin, M. (2017). Opportunities and challenges in secondary education for blind/vision-impaired people in the Republic of Ireland. Disability & Society, 327,1007-1026. doi: 10.1080/09687599.2017.133756460 Moira, M. & Brid, D. (2007). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. AISHE-J,3. Retrieved from http://webcache.googleusercontent.com/search?q=cache:http://ojs.aishe.org/index.php/aishe- j/article/viewFile/335/553Nunan, D., & Bailey, K. (2009). Exploring second language classroom research. A comprehensive guide. Canada: Heinle, Cengage learning.Oliver, F. (2016). Teachers' perspectives on differentiated instruction in the foreign language classroom (Doctoral dissertation). University of Iceland, Reykjavik, Iceland.Rachmawati, M., & Nu’man, T. (2016). Differentiated instructions for special needs in inclusive schools: A preliminary study. Future Academy Cognitive Trading, 217,585-593. doi: 10.1016/j.sbspro.2016.02.053Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Hong Kong: Cambridge University Press.Smith, J. C. (2011). Differentiated instruction: Exploring implementation at the middle level (Doctoral dissertation). University of Colorado, Colorado Springs, Colorado.Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291-301. doi: 10.1016/j.tate.2017.06.020Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.Tomlinson, C. A. (2001). The differentiated classroom: Responding to the needs of all learners. Alexandria: Association for Supervision and Curriculum Development.UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. UNESCOWaterfield, J. and West, B. (2008) Meeting the specific requirements of Blind and Partially Sighted Students studying in Higher Education in the UK. Plymouth: University of Plymouth.Whipple, K. A. (2012). Differentiated instruction: A survey study of teacher understanding and implementation in a southeast Massachusetts school district (Doctoral dissertation). Northeastern University, Boston, Massachusetts.Wilkinson, B. (2012). Suggested teaching strategies with blind learners and partially sighted students. University of Leicester: Cambridge.Yanoff, J. (2007). The classroom teacher´s inclusion. Practical methods for integrating students with special needs. 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