TEACHING ENGLISH TO VISUALLY IMPAIRED STUDENTS IN ECUADOR THROUGH L.G.B LEARNING BRAILLE BOOK.

Abstract

The following study investigated how visually impaired students are taught English through L.G.B Learning braille book that englobes English as a foreign language content, techniques, and activities teachers use to teach English at Dr. Luis Benavides School. Three English teachers of visually impaired students were interview. Furthermore, an observation guide was used to follow up on the progress of several classes. Content analysis procedures were implemented to encode and reproduce the data acquisition in the interviews. Observation guides deliver the necessary information to understand the teachers' downsides when presenting the contents, techniques, and orally interacting in the second language with the visually impaired students while developing the activities presented in the braille book. Interview data analysis demonstrated topics of concern that include syllabus, social problems, lack of resources, and the constant use of the audio-lingual method as the only technique available for the teachers. Participants used the same materials in the different levels, adding the braille book developed by a previous study, which was difficult to introduce due to teachers' and students' lack of previous capacitation. Students were exposed to several tasks that the braille book presented, but the same antique methods were necessary for teachers to accomplish them. The study presents suggestions for in-service English learning program updates, especially for those who work with students with visual impairments, for the syllabus to be rebuilt, evaluated, and made more effective for students with special needs. Moreover, it includes comments on the teacher's materials and techniques used.