Abstract
This document evidences an innovative methodological vision in the teaching-learning process of the English language focused on the inclusion of all its students in a heterogeneous learning environment. Learning a foreign language as a second language is a challenge that all students must overcome, but this challenge is more significant in visually impaired students. Therefore, the present research is based on a historical, descriptive process that reviews high-impact scientific articles supported by recognized databases. Later on, it warns about breaking down the stages of the process, supporting the analytical method, and then joining each stage, starting from the simple to the complex using the synthetic method, thus consummating a complete analytical-synthetic process. In this way, the present work shows a description of the methodological experience from a set of good practices for visually impaired students in the classroom environment. The proposed work systematizes the methodology applied in the educational process and categorizes the stages of the methodological process developed according to the skills and abilities required for learning by using typhlo-technical tools. On the other hand, the research determines a route map that allows and facilitates the management of the method implemented in learning the English language for students with visual impairment. Consequently, this constitutes a valid alternative for educational inclusion within an innovative environment that welcomes the use of information and communication technologies to achieve the natural inclusion and autonomous participation of students with visual impairment.
Highlights
A globalized world is called for to ensure that new cultures and languages touch the lives of an increasing number of people [1]; the English language as a universal language has become an indispensable tool for personal communication and professional mobility into national or international environments, even in social relationships with other cultures, and more in current times with free access to information.People with visual impairment are at a total disadvantage because the Braille system or audio recorded materials do not make it easy enough to find all the information required and available for true social inclusion since the student conglomerate is very heterogeneous [2]
There is the possibility of using information and communication technologies among the skills that a teacher needs to learn and apply in the classroom environment to generate a teaching-learning process for children, youth, and adults with disabilities; this refers to an educational innovation impact [9,10]
The description of the methodological experience in the teaching-learning process of the English language is described from a methodology of good practices applied to students with visual impairment
Summary
A globalized world is called for to ensure that new cultures and languages touch the lives of an increasing number of people [1]; the English language as a universal language has become an indispensable tool for personal communication and professional mobility into national or international environments, even in social relationships with other cultures, and more in current times with free access to information. To facilitate English language learning to VISs, it is required to incorporate new methodological strategies in the teaching-learning process of the language [3,14,15] This situation leads to new challenges and challenges to teachers, who are faced with the need to motivate and maintain the attention of students who do not have such disabilities.
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