English Language Teaching to Students with Special Needs in Colombia

ERIKA MAYERLY PERAZA ESPINEL

Paper submitted

in partial fulfillment of the requirements for the course

Research 1

Master in English Language Teaching for Self-Directed Learning

Department of Foreign Languages and Cultures

Universidad de La Sabana

Chía, Colombia

November 2019
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1.0 Introduction

Children with special needs require adaptations not only in the English classes, but also,

when they are in a habitual classroom environment. (Early Intervantion Technical Assistance,

1995) remarks on some important aspects to take into account when we talk about adaptations.

First, it is pertinent to develop your plan by reviewing a typical day and identifying any potential

times when adaptations might make an activity more successful. Second, one of the keys to

adapting activities for young children with disabilities is to make the materials or activity only as

special as needed. Materials for young children with disabilities do not have to come from

special catalogs or cost much money. Finally, one key characteristic of a quality early childhood

program is a curriculum that is based on developmentally appropriate practice. A

developmentally appropriate curriculum focuses on the learning characteristics of children at

different developmental levels but individualizes for the unique interests, strengths and

personalities of the child (p. 2).

However, according to (Farmer et al., 2018) building from our knowledge of classroom

social dynamics it is possible for teachers to organize and manage the social ecology in ways that

foster positive social interactions, roles, and relations for students with disabilities while also

purposefully complementing more formal interventions (p. 28).

In addition, (Matthews, 2009) claims that while academic staff may not need as much

staff development as they think they do to accommodate demands for a more inclusive education

system, there is a need for clear, accessible and comprehensive information about their

responsibilities and the resources available for staff undertaking critical front line teaching,

support and referral roles (p. 16).

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2.0 Theoretical Framework

2.1 Inclusive Education

Inclusive education is responding to the diversity of needs of our students without

excluding them because of their weaknesses in different areas. Stubbs (2008) said: “Inclusive

education refers to a wide range of strategies, activities, and processes that seek to make a reality

of the universal right to quality, relevant and appropriate education” (p.8).

Likewise, National Center on Educational Restructuring and Inclusion defines inclusive

education as the provision of services to students with disabilities, giving them the necessary

support services and supplementary aids to achieve the child´s successful academic, behavioral

and social (as cited in Shyman, 2015, p.352). Thus, inclusive education does not only refer to

students with disabilities, but it is also a special educational requirement of students with

learning difficulties, emotional or behavioral problems.

On the other hand, inclusive education in Colombia is when a teacher recognizes the

particularities of diversity in the classroom, allowing students to have the same learning

opportunities. Ainscow argues that it is a process for adequate forms to respond to diversity,

taking advantage of learning differences students can have in order to achieve sustainable

changes (as cited in Robayo Acuña & Cárdenas, 2017). In this regard, inclusive education in

Colombia looks for the success of all students, notwithstanding the difficulties they have in their

learning process.
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2.1.1 National and international Policies in Inclusive Education

Actually, Colombia supports service for the inclusive education to students who have

some difficulties in their learning process. Moreover, it seeks to support teachers that have

students with any special need implementing and adapt the curriculum and the evaluation

process according to the strategies and conditions established by the MEN (Ministerio de

Educacion Nacional, 2016).

Also, with the convention on the rights of persons with disabilities (CRPD), the

Colombian state has transformed practices and regulations implementing and evaluating public

policies that include persons with disabilities and seek to protect and respect their human rights.

In addition, Colombia now has a National Disability and Social Inclusion Policy, adopted in

2013. This document is centered on the CRPD and promotes the social management of risk when

addressing disability (Correa & Castro, 2016).

However, in the field of foreign languages in Colombia, (Mejía, 2011) refers to The

National Program of Bilingualism as a need for implementing language policies which allow the

inclusion of all the languages and cultures present in the country. Furthermore, de Mejia

suggested to find some possible directions for bilingual education programs to enhance the

recognition and valuing of linguistic and cultural diversity in our country (p.165).

On the other side, we also find some international policies in inclusive education. The

ONU emphasizes the need for an educational inclusive system intending to realize this right

without discrimination and on the basis of equal opportunity, States Parties shall ensure an

inclusive education system at all levels (Lawson, 2018). Also, the organization (UNICEF, 2007)

addresses the specific needs of children with severe and complex sensory impairments for access
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to specific supports to learning such as sign language, Braille and low vision aids. Other children

with disabilities may also need modifications to the curriculum, to styles of teaching and the

organization of the classroom.

2.2 Special Educational Needs

(Kalambouka, Farrell, Dyson, & Kaplan, 2007) cited by (Montaño & Vera, 2012)

expresses common special educational needs include:

Special learning conditions, communication conditions related to speech and language, hearing

impairments, which include some degrees of deafness, traumatic brain injuries (TBI), and

developmental disorders. Students with these kinds of special needs are likely to benefit from

additional educational services such as different approaches to teaching or the use of technology.

Students with physical or cognitive differences or disabilities require special attention in the

schools; this fact is known within the frame of inclusion as Special Educational Needs (SEN).

“Special needs” is a term used in clinical diagnosis and functional development to describe

individuals who require assistance for disabilities that may be medical, mental, or psychological.

Students who have these special educational needs require different strategies to learn and to

interact with others in an educational environment (p.377).

In contrast, (Plows, V. & Whitburn, 2017) states that the concept of special educational

needs is influenced by many factors, including the nature of the contexts in which the

understandings, values and experiences of the interpreter are developed (p. 14).

Finally, The Ministerio de Educación Nacional in the Decree N° 366 of 2009 points out

that one student is considered as a child with special needs when she/he has a deficit that affects

his/her academic performance in an educational environment and which has a clear disadvantage

in relation to the other students (Ministerio de Educacion Nacional, 2016).

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Indeed, these perspectives of special educational needs open the possibility that students

with special needs may be able to achieve successful learning processes with the school, teachers

and parents’ help. In this regard, one of the most important things is the teachers’ role in their

classroom, the strategies they implement and the compromise they have to help children with

special needs in their learning process.

2.2.1 Teaching Strategies for Special Educational Needs Children

Teachers need to find many of teaching strategies to ensure that children with special

needs achieve productive learning. (Nind & Wearmouth, 2006) suggest that some pedagogical

approaches as an adaptation of curriculum or instructions should be combined with other types of

adaptations such as adaptations in materials, assessments, classroom environments, etc. In order

to involve an understanding of the student as an active agent in the construction of personal

knowledge and of all students as capable of learning and of social interactions.

However, a lack of clarity about meanings can make it difficult for teachers to know how

best to proceed in developing policies and practices that will encourage schools to be both highly

inclusive in their student intake whilst supporting the highest achievements from all their

students (Florian, L., Hawkins, K., & Rouse, 2008).

With this in mind, the teacher reflection is an important thing that helps teachers to

understand and reflect about their pedagogical practices when they work with special educational

needs children as (Brigden, 2002) says: “ Reflection itself is a complex but vital skill which is

central both to our capacity to learn from experience and to apply that learning to our

professional practice.” So, this practice that mentions (Brigden, 2002) maybe helps me to reflect

on how my teaching decisions impact my special educational needs students’ learning and how

they might achieve particular tasks or challenges in the future.

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2.3 Curriculum and Assessment

According to (Haver, 2009) cited by (Montaño & Vera, 2012) there are important

elements to create a successful English classroom which facilitates the language

teaching/learning process. These elements involve the physical appearance of the classroom, the

role of the teacher, the classroom materials, and the classroom environment in general. First,

(Haver, 2009)states that posters, pictures, diagrams, charts, etc. need to be displayed throughout

the classroom space. Thus, the classroom needs to be a place with enough space to develop

different didactic activities and it requires creating a pleasant environment in order to focus and

motivate all students. Second, she points out that the role of the teacher is fundamental; it is

necessary to have mutual respect between teacher and students, and among students; they need to

feel free to make mistakes without fear of being judged or ridiculed. Third, she mentions that a

good English classroom needs to have visual aids to be used in the teaching practice and a set of

didactic materials appropriate to the students' ages, such as magazines, pictures, flashcards,

puppets, books, and a collection of games, among others. Finally, she claims that "a successful

ESL classroom is one where students are happily immersed in English while participating in

activities and projects which will strengthen their language skills."

Likewise, (Greenspan, S., Simons, R. & Wieder, 1998) cited by (Montaño & Vera, 2012)

point out that in order to have an appropriate classroom environment for inclusion, it is necessary

to follow three basic principles: First, it is necessary to meet each child at his own level of

development, foster that stage, and enable the child to move on to the next level; it is

fundamental to know every student´s situations, abilities and disabilities in order to respect

her/his learning process. Second, it is important to tailor the environment to each child's

strengths and weaknesses and help all children, with special needs or not, to build greater
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competency. Finally, it is very useful to interact with children in ways that help them to think

and problem-solve at their own levels.

These interactions are fundamental to the relationship between teachers and students.

Moreover, in an English classroom is crucial that students feel free to learn by their own rhythm,

without pressure to finish or to achieve the learning goals. Children with special needs may go

step by step, I mean, they should build their learning process according to the capacity and the

way to understand the things.

3.0 Conclusion

The aspects mentioned through the document are really relevant because teachers have an

essential role in the classroom when they are teaching special educational needs children, well

one part of children’s success depends on teachers. (Ortiz, Amaya, Gallo, & Catañeda, 2016)

declares that in America Latina teachers have become reflecting on the education of children

with special needs, taking into account diversity. So, this represents the creation of an

educational system to be able to satisfy the needs of children with different kinds of disabilities.

In this regard, the adaptations in materials, curriculum, spaces and interactions are really

crucial when we are going to prepare a class for children with disabilities. (Early Intervantion

Technical Assistance, 1995) points out when including young children in typical early childhood

settings, some planning will be needed to make sure it is successful for everyone. While you may

not be able to predict every adaptation needed, work as a team with the family to plan for as

many of the necessary adaptations as possible. Develop your plan by reviewing a typical day and

identifying any potential times when adaptations might make an activity more successful.
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On the other hand, (Matthews, 2009) argues that a possible solution to avoid invisible

children in our classrooms could be raising education teachers‟ and their students‟ awareness of

the key ideas of the disabled peoples‟ movement, such as the social model of disability, may

present new routes towards more inclusive education (p. 16).

To conclude, there are many elements, policies, strategies and curriculums that help

teachers to implement or to be creative using these things in their classrooms to ensure children

with special needs have a successful learning process during their scholarship. But essential tools

that have teachers are their passion, organization and their motivation to focus on the needs of

these students, involving them in all unimaginable learning processes where they do not feel

invisible anymore.
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