Analysis of EFL teaching approaches for students with intellectual disabilities: case study of a student with cerebral palsy

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dc.contributor.advisorVega, Melita
dc.contributor.authorMosquera Montaluisa, Ana Gabriela
dc.coverageCuenca-Ecuador
dc.date.accessioned2024-03-03T17:03:33Z
dc.date.available2024-03-03T17:03:33Z
dc.date.issued2024
dc.descriptionInclusive education, as a matter of policy, in addition to making education accessible to all, is intended to foster a diverse and nurturing learning environment for learners with disabilities. This study explores English as a Foreign Language (EFL) teaching approaches for a 15-year-old eighth-grade student with cerebral palsy at Unidad Educativa 11 de Noviembre, Machachi, Canton of Mejia. Qualitative data collection involved surveys of teachers who had worked with Juanito (a pseudonym), along with insights from professionals supporting Juanito, including a Ministry of Education psychologist Findings reveal Juanito thrives in collaborative settings but is prone to distractions, occasionally disrupting class. He generally enjoys group activities but sometimes prefers one-on-one instruction, posing instructional challenges. The student’s motivation and energy levels are also affected by seizure medication. Data showed strategies include individual, paired, and group activities, along with the integration of technology. However, their success can be contingent on the student’s emotional state. These results emphasize the urgent need for educational institutions to allocate resources and develop infrastructure conducive to inclusive education in the EFL class, accommodating the diverse needs of students with disabilities. Future research avenues include longitudinal studies, comparative analyses across different educational settings, the inclusion of family and student perspectives, exploration of assistive technologies, assessment of teacher training programs, and policy impact evaluations in inclusive education.
dc.description.uriTrabajo de investigación
dc.formatapplication/pdf
dc.format.extent20 páginas
dc.identifier.citationMosquera Montaluisa, A. G., & Vega, M. (2023). Analysis of EFL teaching approaches for students with intellectual disabilities: case study of a student with cerebral palsy. Religación, 9(39), e2401139. https://doi.org/10.46652/rgn.v9i39.1139
dc.identifier.doihttps://revista.religacion.com/index.php/religacion/article/view/1139
dc.identifier.journalReligación Revista
dc.identifier.other19BT-2024-TEI11
dc.identifier.urihttps://dspace.ucacue.edu.ec/handle/ucacue/16893
dc.language.isoeng
dc.publisherUniversidad Católica de Cuenca
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourceUniversidad Catolica de Cuenca , UCACUE
dc.subjectDISABILITIES; CEREBRAL PALSY; STRATEGIES; MATERIAL; STUDENTS.
dc.titleAnalysis of EFL teaching approaches for students with intellectual disabilities: case study of a student with cerebral palsy
dc.typeinfo:eu-repo/semantics/article
thesis.degree.disciplineMAESTRÍA EN ENSEÑANZA DE INGLES COMO LENGUA EXTRANJERA
thesis.degree.grantorUniversidad Catolica de Cuenca, UNidad Academica de Posgrado
thesis.degree.levelMaestría
thesis.degree.programEn linea
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