Hard-of-Hearing Individuals’ narratives of Inclusion and Exclusion about their schooled EFL learning

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH
Rigoberto Castillo, L. S. Florez-Martelo
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引用次数: 0

Abstract

This paper deals with research on inclusion concentrating on the pedagogical implications derived from a qualitative case study that looked into three hard-of-hearing (HHs) students’ perspectives and retrospectives on their schooled EFL learning. Data came from narratives gathered in autobiographical writings and interviews. Although there is a good body of literature on pedagogy in terms of strategies for dealing with HHs, few works have counted on the student’s perspectives. The authors’ insights, one of them being hard-of-hearing, call for truly inclusive policies and practices that address the categories developed in this case study, namely: 1. Deafness separates HHs from people. 2. Hearing aids are not like glasses, and 3. An exemption is not inclusion. The authors feel that the recommendations made are valid for learners with or without disabilities.
听障人士对学校英语学习的包容与排斥叙述
本文通过一个定性的案例研究,探讨了三名听力障碍学生对其在校英语学习的看法和回顾,重点探讨了包容的教学意义。数据来自自传和采访中收集的叙述。尽管在处理健康问题的策略方面有很多关于教育学的文献,但很少有作品考虑到学生的观点。作者的见解(其中之一是听力障碍)呼吁制定真正包容性的政策和实践,以解决本案例研究中提出的类别,即:1。耳聋将HHs与人类区分开来。2. 助听器不像眼镜;豁免不包括在内。作者认为,所提出的建议是有效的学习者有或没有残疾。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
How-A Colombian Journal for Teachers of English
How-A Colombian Journal for Teachers of English EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
21
审稿时长
16 weeks
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