Suggesting Techniques To Teach Visually Impaired Students

i
UNIVERSIDAD AMERICANA
ENGLISH TEACHING MAJOR
TESIS
To obtain the Licenciatura Degree in English Teaching
SUGGESTING TECHNIQUES TO TEACH VISUALLY IMPAIRED

STUDENTS USING THE LISTENING SKILL, IN THE ENGLISH
LESSONS
ERNISTEN SHARLIN SUREZ MOREIRA
San Jos, Costa Rica

June, 2015
ii
TRIBUNAL EXAMINADOR
Esta Tesis o Proyecto fue aprobada por el Tribunal Examinador de la Carrera

de__________________________________________________
de
la
UNIVERSIDAD AMERICANA, como requisito para optar por el Grado de

_________________________.
Lic. Jos Alejandro Gonzlez Waterhouse
M.sc. Graciela Ferreiro
Santamara
Nombre y Grado Acadmico
Tutor
Licda. Mara del Roco Ruiz Ortega

Lector

Lector
Bach. Ernisten Sharlin Surez Moreira

Acadmico Sustentante
iii
DECLARACIN JURADA
Yo, Ernisten Sharlin Surez Moreira alumno (a) de la UNIVERSIDAD

AMERICANA,
declaro
bajo
la
fe
de
juramento
consciente
de
las
responsabilidades penales de este acto, que soy Autor Intelectual de la Tesis de

Grado titulada: Recommend techniques to teach visually impaired students
improving the listening skill, in the English lessons, por lo que libero a la
Universidad de cualquier responsabilidad en caso de que mi declaracin sea falsa.
San Jos, a los____ das del mes de_______________ del ao ___________.
Ernisten Sharlin Surez Moreira

1-1439-0301
Nombre y No. de Cdula Sustentante
iv
DEDICATORY
I dedicate this work to my teachers from high school. They inspired me to

study English Teaching with their hard work and the love demonstrated to English
teaching. Additionally, this paper is for my daughter that is the little person that has
encouraged me to work with dedication and commitment.
Table of Contents
TRIBUNAL EXAMINADOR ................................................................................................... ii
DECLARACIN JURADA .................................................................................................... iii
DEDICATORY ....................................................................................................................... iv
ABSTRACT ....................................................................................................................... xi
CHAPTER I ............................................................................................................................ 1
INTRODUCTION ................................................................................................................ 1
1.1
Problem Statement .............................................................................................. 1
1.2 Hypothesis ................................................................................................................. 2

1.3
Objectives ............................................................................................................. 3
1.3.1 General Objective .................................................................................................. 3

1.3.2 Specific Objectives ................................................................................................. 3
1.4 Scopes and Limitations ............................................................................................. 4
1.4.1 Limitations .............................................................................................................. 4
1.5 Justification ................................................................................................................ 5
1.6 Main Antecedents ..................................................................................................... 7
1.7 Institutional Framework ................................................................................................. 8
CHAPTER II ........................................................................................................................... 9
THEORETICAL FRAMEWORK ......................................................................................... 9
2.1 Education in Costa Rica ......................................................................................... 9
2.2 Ministerio de Educacin Pblica de Costa Rica (M.E.P) ................................. 11
2.3
English Teaching as a Foreign Language ..................................................... 12
2.4
Curricular Accommodations........................................................................... 13
2.5
Special Education ............................................................................................ 14
2.6
Special Education Programs and Official Syllabus ..................................... 15
2.7
Centro Nacional de Recursos para la Educacin Inclusiva (CENAREC) .. 17
2.8
Instituto de Rehabilitacin y Formacin Helen Keller ........................................ 18
2.9 Equality and Diversity ............................................................................................. 19

3. Visual Impairment ..................................................................................................... 20
3.1.1 Types of Visual Impairment ................................................................................. 21
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3.1.2 Myopia .................................................................................................................. 21
3.1.3 Hyperopia ............................................................................................................. 22
3.1.4 Astigmatism .......................................................................................................... 23
3.1.5 Blindness .............................................................................................................. 23
3.1.6 Retinitis Pigmentosa ............................................................................................ 24
3.1.7 Low Vision ............................................................................................................ 24
3.2 Assessment of Visually Impaired Students Needs ................................................ 25
3.3 Needs of Visually Impaired Students in the Class ................................................. 26
3.4 Parents and Teachers Collaboration ...................................................................... 27
3.5 Challenges to Include Students with Specific Visual Impairment to the Classroom
29
3.6
Techniques to Teach Visually Impaired Students in the Listening Skill .............. 30
3.7 Teaching Listening ................................................................................................ 32

CHAPTER III ........................................................................................................................ 33
METHODOLOGICAL FRAMEWORK .............................................................................. 33
3.1 Method..................................................................................................................... 33
3.2 Type of Research .................................................................................................... 34
3.3 Subjects of Research .............................................................................................. 35
3.4 Population ............................................................................................................... 36
3.5 Sample ................................................................................................................... 37
3.6 Variables ................................................................................................................. 37
3.6.1 Listening Techniques ........................................................................................... 37
3.6.1.1 Conceptual Definition ........................................................................................ 37
3.6.1.2 Instrumental Definition ...................................................................................... 38
3.6.1.3 Operational Definition ....................................................................................... 38
3.6.2 Knowledge of English Educators about English teaching to visually impaired
students ......................................................................................................................... 39
3.6.3 Importance of auditory memory ........................................................................... 40
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3.7 Types of Instruments ............................................................................................... 42
3.8 Descriptions .............................................................................................................. 42
3.8.1 Questionnaire to teachers of regular students .................................................... 42
3.8.2 Questionnaire to teachers of sight impaired students ......................................... 43
3.8.3 Interview to specialist ........................................................................................... 43
3.8.4 Class Observation ............................................................................................... 44
3.8.5 Booklet ................................................................................................................. 44
CHAPTER IV ........................................................................................................................ 45
DATA ANALYSIS ............................................................................................................. 45
4.1 Instruments Results................................................................................................ 45
CHAPTER V ......................................................................................................................... 98
CONCLUSIONS AND RECOMMENDATIONS ............................................................... 98
Conclusions..................................................................................................................... 98
Recommendations ........................................................................................................ 101
BIBLIOGRAPHY ............................................................................................................ 103
APPENDIX ...................................................................................................................... 112
Table of Charts
4.1.1 Questionnaire made to Teachers of Visually Impaired Students ........................ 45
Chart No. 1 ........................................................................................................................... 46
Opinion of Educators from Helen Keller Institution about facing challenges when
teaching visually impaired students ................................................................................ 46
Chart No. 2 ........................................................................................................................... 48
Educators knowledge of specific techniques to teach visually impaired students .. 48
Chart No. 3 ........................................................................................................................... 49
Existence of Preparation Regular Teachers can take in order to Teach Visually
Impaired Students .............................................................................................................. 49
Chart No. 4 ........................................................................................................................... 50
Existence of special syllabus to work with visually impaired students ...................... 50
Chart No. 5 ........................................................................................................................... 51
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Amount of Professors who Received Lessons to Teach VI Students at The
University ............................................................................................................................ 51
Chart No. 6 ........................................................................................................................... 53
Existence of enough preparation to meet classrooms challenges ............................. 53
4.1.2 Class Observation ..................................................................................................... 54
Chart No. 1 ........................................................................................................................... 54
Teaching Technique Used by Professor at the Instituto de Rehabilitacin y
Formacin Helen Keller ..................................................................................................... 54
4.1.3 Questionnaire made to Regular Teachers.............................................................. 56
Chart No. 1 ........................................................................................................................... 57
Teachers' Confidence regarding Teaching Students with Visual Disabilities ............ 57
Chart No. 2 ........................................................................................................................... 59
Teachers who received training to teach visually impaired students ......................... 59
Chart No. 3 ........................................................................................................................... 61
Teachers' knowledge about supportive institutions ...................................................... 61
Chart No. 4 ........................................................................................................................... 62
Teachers who consider a challenge to teach visually impaired students .................. 62
Chart No. 5........................................................................................................................... 65
Teachers who know what to do in case they need help with visually impaired
students ............................................................................................................................... 65
Chart No. 6........................................................................................................................... 67
Professors who know techniques to teach visually impaired students ...................... 67
4.1.4 Interview to a Special Education Professor ........................................................... 68
Chart No. 1 ........................................................................................................................... 72
Prefers to sit closer to the professor ............................................................................... 72
Chart No. 2 ........................................................................................................................... 73
Students who use flashcards to learn new words; read them out loud ...................... 73
Chart No. 3 ........................................................................................................................... 75
Students who read stories, assignments, or directions out loud ................................ 75
Chart No. 4 ........................................................................................................................... 77
Have test questions read to him/her out loud................................................................. 77
Chart No. 5 ........................................................................................................................... 79
Study new material by reading out loud .......................................................................... 79
Study new material by reading out loud .......................................................................... 80
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Chart No. 6 ........................................................................................................................... 81
Participate in activities that involve touching, building, moving, or drawing ............ 81
Chart No. 7 ........................................................................................................................... 82
Do lots of hands-on activities like completing art projects, taking walks, or acting
out stories ........................................................................................................................... 82
Chart No. 8 ........................................................................................................................... 83
Student chews gum, walks around, or rocks in a chair while reading, or studying .. 83
Chart No. 9 ........................................................................................................................... 85
Trace words with the finger to learn spelling (finger spelling) ..................................... 85
Chart No. 10......................................................................................................................... 87
Take frequent breaks during reading or studying periods (frequent, but not long) .. 87
Chart No. 11......................................................................................................................... 88
Student taps a pencil, shakes the foot, or holds on to something while learning. .... 88
Chart No. 12......................................................................................................................... 89
Use a computer to reinforce learning through the sense of touch .............................. 89
Chart No. 13......................................................................................................................... 91
Sit near the front of the classroom................................................................................... 91
Chart No. 14......................................................................................................................... 92
Use flashcards to learn new words .................................................................................. 92
Chart No. 15......................................................................................................................... 94
Write down key words, ideas, or instructions ................................................................ 94
Chart No. 16......................................................................................................................... 96
Avoid distractions during study times ............................................................................ 96
Table of Graphs
Graph No. 5 ......................................................................................................................... 52

University ............................................................................................................................ 52
Graph No. 1 ......................................................................................................................... 55
Formacin Helen Keller ..................................................................................................... 55
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Graphic No. 1 ...................................................................................................................... 58
Teachers' Confidence regarding Teaching Students with Visual Disabilities ............ 58
Graphic No. 2 ...................................................................................................................... 60
Teachers who received training to teach visually impaired students ......................... 60
Graphic No. 3 ...................................................................................................................... 61
Teachers knowledge about supportive institutions...................................................... 61
Graphic No. 4 ...................................................................................................................... 64
Teachers who consider a challenge to teach visually impaired students .................. 64
Graphic No. 5 ...................................................................................................................... 66
students ............................................................................................................................... 66
Graphic No. 6 ...................................................................................................................... 67
Professors who know Techniques to Teach Visually Impaired Students ................... 67
Graph No. 2 ......................................................................................................................... 74
Students who use flashcards to learn new words; read them out loud ...................... 74
Graph No. 3 ......................................................................................................................... 76
Students who read stories, assignments, or directions out loud ................................ 76
Graph No. 4 ......................................................................................................................... 78
Have test questions read to him/her out loud................................................................. 78
Graph No. 4.6.8 ................................................................................................................... 84
Students chew gum, walk around, or rock in a chair while reading, or studying ...... 84
Graph No. 9 ......................................................................................................................... 86
Students who prefer to trace words with the finger to learn spelling (finger spelling)
.............................................................................................................................................. 86
Graph No. 12 ....................................................................................................................... 90
Use a computer to reinforce learning through the sense of touch .............................. 90
Graph No. 14 ....................................................................................................................... 93
Use of flashcards to learn new words ............................................................................. 93
Graph No. 15 ....................................................................................................................... 95
Write down key words, ideas, or instructions ................................................................ 95
Graph No.16 ........................................................................................................................ 97
Avoid distractions during study times ............................................................................ 97
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ABSTRACT
The purpose of this research is to demonstrate that not only special educators but
also English teachers should be prepared to teach visually impaired students. Additionally,
part of this thesis is to provide English teachers with techniques they can use in the class
with this population in order to raise awareness about the importance of being ready to
attend this people in the English classroom. Moreover, as an educational system with
inclusive education it is significant to provide the least restrictive environment where all
visually impaired learners needs are meet. Although, it is imperative to mention that it is
not the intention of this research to say that the intervention of specialist is not necessary,
but the fact of being an English teacher does not mean being unprepared.
In this research there are several techniques and activities that teachers can use in
order to teach students with visual impairment, not only on the listening skill but also in
other areas as during the research it was found that the listening skill can be developed
with learning styles, like the kinesthetic style. However, on order to gather this information
was necessary to observe and consult the way teachers of visually impaired students
teach in their classrooms and the challenges faced by them. This research was conducted
primarily at Helen Keller Institute located in Desamparados. It employed qualitative design
using one English teacher with 5 visually impaired students.
The findings revealed that preparation of teaching resources, like audio and tactile
materials, reading braille writings is a must in order to have inclusive education.
Additionally, results showed that English teachers can apply regular techniques and
xii
activities with VI students making some modifications without affecting content and
meaning.
CHAPTER I
INTRODUCTION
1.1 Problem Statement
Currently, in Costa Rica visually impaired people face multiple barriers that
significantly limit their development and exercise of their rights, with gaps or inequalities in
access to basic services such as education and employment. Costa Ricas society must
include visually impaired students and give them the tools to overcome not only education
but also employment.
Therefore, teachers duty nowadays is to find the appropriate
techniques to help visually impaired students to learn English as foreign language in order
to include this population in society to be productive and share their abilities. However,
usually teachers implement visual aids in the class to assure the students understanding
but when the professor have visually impaired learner it becomes difficult to adapt or
modify completely the material based on the student needs. Surez, I.M., Article p.59.
Special education in Costa Rica assists students with moderate and severe visual
impairment among other disabilities. However, only special education professors are
prepared to handle this kind of needs. Additionally, all teachers should take into account
that activities that sighted people take for granted; people with visually impairment often
need to learn to do those activities in a different way or with different tools or materials. For
example, totally blind individuals need Braille, raised-line drawings, audio recordings,
and/or other non-visual media as an accommodation for accessing the content of visually
presented materials.
1.2 Hypothesis
Universities provide college students with theory to work in the class. Nevertheless,
within the major the students are not prepared to deal with students disabilities which
must be part of the teachers formation, as in the teaching process they may find students
with different abilities from the rest of the learners. Considering that visually impaired
students may be part of the teachers class, teachers should be able to provide this
population, with the same learning opportunities by using techniques that help students
with visual impairment (VI) to develop a foreign language. Therefore, the necessity to
show throughout this thesis, some techniques and activities educators can implement in
the English class with visually impaired learners, as there is no program or material
created to teach English to the sight impaired population. Disregarding myths about VI and
educators reality.
1.3
Objectives
1.3.1 General Objective

To recommend the techniques that teachers can apply to improve the listening skill
with visually impaired students.
1.3.2 Specific Objectives

1.3.2.1 To identify listening techniques to deal with visually impaired students in the
English classroom.
1.3.2.2 To determine the knowledge of English educators regarding English teaching to
visually impaired students through the application of questionnaire and interviews.
1.3.2.3 To establish the importance of the auditory memory in the application of
appropriate techniques to promote English acquisition in visually impaired students.
1.3.2.4 To create a booklet of listening activities oriented to teach a foreign language to
visually impaired students.
1.4 Scopes and Limitations

The main purpose of this study is to gather techniques that can help professors to
teach visually impaired students throughout the listening skill in the English lesson and at
the same time strengthening the inclusive educational process. Also, this work pretends to
create an impact in Costa Ricas English teaching and learning at public institutions and
raise awareness about the importance for visually impaired students to learn English to
better cope with life.
1.4.1 Limitations
All researches have limitations and this one is not the exception. It was difficult to
find books about the topic or related to it either from the University library or the National
Library. Moreover, for this work it should be taken into account that a visual impairment
(VI) is not only the total lack of vision, it can be also partial loss of this specific sense;
therefore the techniques should be directed to cover most of the types of visual
impairments. The research faced difficulties because it coincided with vacations of
students and professors which limited the investigation time available. In addition, there is
a lack of English professors in Helen Keller Institute.
1.5 Justification
1.5.1 Technical Justification
The listening skill is one of the most important areas of language testing and
assessment (G. Buck, 2001) and it is apply to teach in college and universities but it is not
always implemented or reinforced in Costa Rican English classroom. Even though if
English teachers are aware of the importance of the listening skill development as a
language-use activity, professors perhaps inevitably tend to concentrate on specific
aspects of listening that can be tested. Regarding sight impaired students, depending on
the type of visual impairment (VI) the listening skill may help the learner to develop or
acquire the language taking into account how the student learns.
1.5.2 Academic Justification
Professors in Costa Rica are taught in the higher education how to create the tools
required to teach the respective subject matter like administrative documents and learning
styles. However, the real teaching world is different from the theory universities give to
future educators as in practice diversity of students are part of any class. Although, there
are special educators and people consider that only these professionals can deal with
special students but as education is for all Costa Ricas citizens, educators who are not
specialists in special education should be prepared to assist different students with diverse
abilities.
1.5.3 Social Justification
According to The Norms and Procedures for Management of Educational Services

for Students with Visual Disabilities, the National Advisory of Visual Impairment belongs to
the Special Education Department from the Ministry of Education and it has the objective
of offering to visually impaired students equal educational opportunities. Also, one of the
institutions objectives is to promote the visually impaired person, the highest level of
personal autonomy, which contribute to independent living that will provide security,
satisfaction, group and community life. Consequently, educational institutions have the
responsibility to find the means to offer the best attention for the needs of the students with
any type of visual impairment (VI).
The basis of Costa Rica is education; therefore, it is a right for all citizens including
people with disabilities like, visually impaired people, to have the opportunity to learn a
second language. As a result, nowadays, one of the teachers duty is the acquisition of
techniques to teach these students in the English lessons. Besides, teachers contribute to
achieve the goal of special education in Costa Rica which is to include people with
disabilities to the society and provide the learners with this special situation the tools to
incorporate themselves in the work section of the country, helping at the same time to the
nations development.
1.6 Main Antecedents

Smith (2000) establishes that general teachers do not know what imply to have
some students in the class with specific learning problems. This statement is mentioned in
Mara Muoz Sarrias thesis which is related to this work and at the same time with those
words it reflects the importance of this research. Even though Sarrias research took place
in Puerto Rico, it is not far from Costa Rica reality. In Costa Ricas higher education offers
specific careers for people who want to assist the population with disabilities however,
children and teenagers with different skills than the rest of the population not only required
special teachers and materials but also need to develop the different abilities within the
society and not be exclude from it.
According with the research done by Angie Maroto Zuiga and Karen Piedra
Chacn in 2012, learning strategies have to be adapted to fully support visually impaired
students inclusion in the classroom.
Additionally, it mentions that various teaching
strategies suitable for sighted students might not be appropriate for visually impaired
learners and for that reason teachers should be careful with the activities that they do in
the class, because those activities should be adapted to students with visual disabilities
and the rest of the classroom. Also, the way teachers establish communication with
students with visual disabilities is important for the development of visually impaired
students in the English class.
Regarding the listening skill, Snchez, J.C, contributes by providing steps on how
to develop the listening skills with authentic material.
The incorporation of authentic
materials into a lesson can enliven the classroom atmosphere and help foster a positive
attitude toward learning, (Snchez, J.C, 2013). This thesis reaffirms the importance of the
listening skill for the students development.
1.7 Institutional Framework
Under the Ministry of Education, created to meet the needs of educational training,
functional and professional adolescent and adult population visual impairment in the
country. It promotes the acquisition of knowledge, development of skills, attitudes work
and employment. Specialized technical advice for adaptations to the job being offered.
The Helen Keller institute was created in memory to a girl of the same name. Helen
was two years old when a terrible illness destroyed her sight and hearing. Consequently.
She was unable to speak. The story of her victory over darkness and silence is thrilling.
Through Anne Sullivan, Helens teacher, Helen learned to see and hear.
After
Sullivans death, Mary Agnes Thompson became Helens companion. In 1904. Keller
graduated from Radcliffe College with honors. Her work for blind people took her all over
the world. (Reflections an Intermediate Reader, 1979, p 83). Additionally, in 1915, Helen
founded Helen Keller International, a non-profit organization for the prevention and
treatment of blindness.
Today, in Costa Rica, the Instituto de Rehabilitacin y Formacin Helen Keller
offers to the students, educational actions in the functional and professional area as well
as the opportunity to use high-tech equipment in computer, audio-playback, Perkins
machines for writing Braille, relief copies and other material and equipment is provided; to
facilitate their daily work, in order to acquire a greater degree of the students personal
autonomy.
CHAPTER II
THEORETICAL FRAMEWORK
2.1 Education in Costa Rica
According to the Special Update of Education and Society in Costa Rica during
most of the colonial period, in Costa Rica there was only the council of Cartago, which
could be accessed by purchasing the post. This situation changed decisively with the
Cadiz Constitution, approved in 1812, repealed in 1814 and reinstated back in 1820,
which established elective councils in the major towns of the province, whose
responsibilities included the establishment of schools (Muoz, 2002, Quesada, 2007).
In this way, the first educational expansion in Costa Rica occurred in a context of
decentralization of political power and the consolidation of teaching as a municipal
activity. Additionally, the Special Update of Education and Society mentions that until
the middle of the XVIII century, the access to school (when it existed) was essentially
limited to children of the wealthy people of the time, because the parents of the families
had to pay to the teacher. The council of Cartago also helped to cover the teachers
remuneration, but with the condition that the teacher accepted to teach for free to some
children from distinguished families that were impoverished (almost certainly, white
children). This socially and ethnically exclusive tendency was offset by the Bourbon
reforms first, and then the Constitution of Cadiz. In both cases, the new public policy in
10
education insisted that education should be offered to poor children. (Molina, August
2007- February 2008).
In the early eighteenth century, the neighbors and the authorities of Cartago had
attempted to establish a School of Christ, which was dependent of the one existed on
Guatemala to prepare novices (at the end unsuccessful). As far as is known, that was
the first attempt to establish secondary studies in Costa Rica. A similar interest was
also apparent in 1782, when the Cartagos council founded a chair of Latin grammar
(essential to facilitate preparation for priesthood), which still existed in 1810. This
experience was imitated by the main families of San Jose, who in 1803 financed a
similar chair (Gonzlez Flores, 1978). However, an instance of secondary education
only reached some stability with the foundation, in San Jose, 1814, The House of
Education of Saint Thomas (Gonzlez, 1989). This institution was organized in two
(primary) divisions, elementary and upper (secondary), consisting of the chairs of
grammar, philosophy, moral theology and sacred canons, of which only the first two
regularly worked. (Molina, August 2007- February 2008).
Nowadays, after all efforts done during the past, the educational system of Costa
Rica consists of preschool, general-basic education and diversified education. All the
system enjoys of the benefit of free public education. Additionally, in order to provide
education for all, the programs include adults education and special education. The
report of the Organizacin de Estados Iberoamericanos mentions that the
organizational structure presented by the Ministry of Education aims to promote the
effective and dynamic compliance of the educational process, coordinating all
component parts and organizing human and material resources available. Even more
important, The Costa Rican workforce is recognized for its high educational standards
and its outstanding productivity level. These capabilities are not only the result of
11
recent efforts, but also the expected consequence of a historical commitment towards
the attainment of higher economic growth and improvement of the standards of living,
through an energetic and widespread educational policy at all levels of instruction.
(CINDE 2014).
Additionally, CINDEs paper stated that as education is free and
mandatory, it has established the foundations for a continuous improvement of

university education and technical training, which have attracted foreign companies to
establish up in Costa Rica.
2.2 Ministerio de Educacin Pblica de Costa Rica (M.E.P)
Based on the documentation of the Direccin General del Archivo Nacional, in

1792, Costa Ricas Governor, ordered to parents to send their children to the school,
under the condemnation of a penalty payment, which indicates the authorities concern
for educational formation. Between 1825 and 1838 the educational issues depended of
a General Ministry and during the second half of the nineteenth century, the municipal
corporations assume the function to take care of the school, leaving the inspection of
schools in the hands of Head of the State. On February 10 th of 1847, the Public
Instructions Institution was created together with the Ministry of Finance, Public
Education, War and Marine. Additionally, in the Fundamental Charter of April 15 th,
1869 it was established that primary education is compulsory, free and paid by the
nation. In 1891, Mauro Fernandez hired a group of European teachers to work in
schools throughout the country, in order to perform a joint plan of education. In
addition, in 1887 and 1888 schools are created as the Institute of Alajuela, the Liceo de
Costa Rica and the High School for Young Ladies, but the University of St. Thomas
closes with the argument structure it and modernize it, leaving only the School of Law.
12
2.3
English Teaching as a Foreign Language
About English Teaching in Costa Rica, Patricia Crdoba Cubillo, Rossina Coto Keith,
Marlene Ramrez Salas, in their writing English Teaching in Costa Rica and listening skill
in the classroom from a Historical Perspective(2005), mention that in relation to English
Teaching in Costa Rica, the first reference that can be found belongs to the year of 1825,
when the Executive Branch decreed the internal regulations of the Saint Thomas
Teaching House, starting the study of languages institutionally. Furthermore, according to
Gonzalez (1978), the syllabus of the teaching house offered Latin, English and Frenchs
lessons. The methodology was based on lessons memorization of the students and later
examined in oral way by the professor. According to the reading mentioned before the
amount of time dedicated to English was three hours daily. Beginning in 1854, came the
first offerings of foreign teachers to teach private lessons in English and other languages.
Also, although it is not known with certainty the teaching method used in those years,
presumably based on the Grammar Translation, method of boom in the teaching of
classical languages, which was adopted for the teaching of modern languages. In this way,
English teaching took part of the Costa Ricas educational system since its inception.
13
2.4
Curricular Accommodations
In the final report named Development and Challenges of the Curricular

Accommodations in the Costa Ricans Educational System it is mentioned that in the
Policies, Norms and Procedures for Access to Education of Students with Special
Educational Needs, contained in the compilation of CENAREC (2005) defines curricular
accommodations as the adjustment or accommodation of education to the characteristics
and needs of each student, in order to address the individual differences of the learners. In
the same document, it is defined the curricular accommodation are defined in the following
manner.
Access Adjustments are the modifications or provision of special resources,
materials and communications addressed to some students (especially those with mobility,
visual and hearing impairments) to facilitate access to the regular curriculum or to the
adapted curriculum. On the other hand, Non-Significant Adjustments refer to those that do
not change the official curriculum programming substantially. They are the actions
teachers do to provide appropriate learning situations these actions include the
prioritization of objectives and content as well as methodology and evaluation settings
according to needs, characteristics and interests of learners. In contrast, the Significant
Adjustments consist mainly in the removal of essential content and general objectives that
are considered basic in the different subjects and therefore modification of the assessment
criteria it represents substantial changes to the curriculum.
14
2.5
Special Education
The Ministry of Education in the management of the implementation of the Special

Education Plan in Integrated Classrooms and Special Education Centers sets that the
opportunity for diversity had presented a challenge for society and its institutions among
other reasons because it involves achieving changes of conceptions and mobilization of
resources based on a new paradigmexclusion does not only mean poverty but also lack
of participation and issues to access to services, products, opportunities like for example in
housing, health, education and employment.
Regarding education for students with special needs, the document, Policies,
Norms and Procedures for Access to Education of Students with Special Educational
Needs was approved by agreement No.18-97 through the agreement on 11 March 1997
by the Consejo Superior de Educacin. This document together with the 7600 Act on
Equal Opportunities for Persons with Disabilities in Costa Rica and its regulations define
the steps for providing education to people with special educational needs in the country.
In Article 6 of this Regulation establishes: Pupils with special educational needs in the
country:
a) Be enrolled preferably, in the closest place of residence and during the same hours as
the rest of students school.
15
b) Are population of the institution and therefore the responsibility of it in terms of
allocation of human and material resources and share activities, both formal and informal
of the educational institution.
In Costa Rica there is also the Fundamental Law of Education that regarding
special education in Chapter IV in its article 27 establishes that special education is the set
of supports and services available for students with special educational needs, whether
they need them temporarily or permanently. Besides, the educational centers should
provide the necessary information to students and parents to participate, comprehend and
support the educational process.
2.6
Special Education Programs and Official Syllabus
The Official Syllabus is the same used in the public high schools with the regular
population of students. However, the syllabus experiments changes in the implementation
of the curriculums provisions in terms of the distribution of hours, consequently, organizing
staff, redistribution of students, review of procedures or services, among others. Cecilia
Dobles Trejos and Paula Antezana Rimassa in their investigation Untangling the conflicts
in the process of integration into the regular education of persons with disabilities 2005
include in their conclusions that many times the direction of the application of a significant
curricular adaptation is lost, it has to do with the ability to substantially modify the official
curriculum eliminating essential contents and objectives, to get to the particular needs of
the person; in other words, make the curriculum flexible to suit the student, and not the
reverse. In practice, the curriculum continues to be applied rigidly, and therefore does not
meet the needs and creates frustration for both students and teachers.
16
In compliance with the provisions in law and Policies 7600, Policies and
Procedures for Access to Education students with Special Educational Needs; new
modalities have emerged educational services; among which are:
Special Education Centers (schools), Integrated Classrooms (located in institutions of
Basic General Education), Teaching Support Fixed or service (provided at a single
institution), Teacher Support Itinerant or service (provided in two or more institutions by
specialty), III Cycle (Stage Workshop or Prevocational) and Cycle IV (or Vocational
Workshop Stage).
These modalities are applied in the specialties are addressed at
national levels, including visual impairments. The educational services for students with
visual disabilities have the objective to ensure complementary support these students
require to successfully access the curriculum.
Regarding the syllabus for III and IV cycles of special education for technical and
academic high schools is divided by dimensions and areas. For example, the psychomotor
dimension includes those disciplines the student to perform tasks and actions that relate to
gross and fine muscle activity either by meeting physical exercises in his workshop
practice, extra class work and other activities given based on tasks and activities
operations. It will be evaluated based on the development of processes and projects that
teachers plan. Nevertheless, this syllabus will be developed in all regular education
institutions of the country of III and IV series / special schools and implemented in two
stages or phases: Special Education Cycle III (Stage Pre-vocational) and Vocational
Diversified Cycle (Professional Stage).
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2.7
Centro Nacional de Recursos para la Educacin Inclusiva

(CENAREC)
The Centro Nacional de Recursos para la Educacin Inclusiva (CENAREC) is an

institution of minimal decentralization of the Ministry of Education that was created to
follow up on agreements made at different points in history, both internationally and
nationally. Some examples of those agreements are Salamanca Declaration, Spain
(UNESCO 1994) and the Cochabamba Declaration and recommendations on educational
policies at the beginning of XXI century held in Bolivia. In the national side the Policies,
Norms and Procedures for Access to Education Students with Special Educational Needs
and Act 8661, of ratification of the Convention on the Rights of Persons with Disabilities, of
United Nations are the two agreements made in Costa Rica. The Centro Nacional de
Recursos para la Educacin Inclusiva was based on decree No. 34206-MEP in the article
4 raised six mean objectives of CENAREC, which are aimed at students with special
educational needs associated with disability and includes:
a) To provide the national community information service related to the attention of the
target population.
18
b) To promote and encourage an advisory service on Technical Aids.
c) Promote the training process of human resources directly involved in the care of
students with disabilities.
d) Promote research and analysis of variables related to educational care of the target
population.
e) Provide recommendations to the Ministry of Education and the Council Higher
Education for policy making the special educations field.
f) Encourage the expansion of the services of the Centro Nacional de Recursos para la
Educacin Inclusiva by creating Resource Centers Affiliate regionally.
2.8
Instituto de Rehabilitacin y Formacin Helen Keller
The Instituto de Rehabilitacin y Formacin Helen Keller is a unit of the Ministry of

Education, created in 1985 throughout Executive order 16831, to meet the needs of
educational instruction, functional and professional of adolescents and adults with visual
disabilities in the country. Additionally, the institute performs functions of research,
consultancy and training. The mission of this institution is to promote the autonomy and
the active participation in personal, educational and work environment for people with
visual disabilities, teenagers and adult, as well as equal opportunities in Costa Rican
society; as center of tiflotechnologic resources offers support, consulting, training and
research services.
One of the tasks of the Instituto de Rehabilitacin y Formacin Helen Keller is to
deliver advisory services to school in the formal system of public education. The general
objective is to provide advice to teachers of academic subjects with respect to the
execution of specific topics for a better understanding of the subject by students with visual
19
disabilities in the regular education system of III and IV cycle. Through advisory the
institution attempts to increase the academic performances of students who attend to
regular schools. Therefore, the given advisory is just to teachers who have visual impaired
students.
Helen Keller assists people who continue their studies and are enrolled in public
and private institutions, adults who for reasons of visual loss required to achieve personal
autonomy and people who require training and development of skills and attitudes to work
in order to insert themselves in the job market. This institute has certain requirements to
access to it. Two of the most important requirements are being cataloged as a person
"legally blind" or "low vision", legal blindness, which with corrective lenses does not have a
visual acuity of 20/200 or 6/60 meters feet or visual field is decreased to less than 20
degrees and low vision, with no conventional optical aid has difficulty to plan and / or
execute a given task. Also, it is a requirement for the student to be 13 years old or student
at secondary or high school distance.
2.9 Equality and Diversity
According to the online Cambridge Dictionaries equality is the right of different

groups of people to receive the same treatment. Additionally, diversity is defined by the
same dictionary as the condition or fact of being different or varied.
Costa Rican
fundamental law in its chapter one, article one, sets up that every inhabitant of the
Republic has the right to education and the State the obligation to seek to offer it in more
wide and appropriate way. In addition, in the same law but article two, two of the purposes
are to contribute to the full development of the human personality and stimulate the
20
development of solidarity and the human comprehension. Furthermore, in article three,
mentions as purposes the following points:
d) The transmission of knowledge and skills in accordance with the psychobiological
development of the learners.
e) Develop skills adequately addressing individual differences; and
f) The development of the productive capacity and social efficiency.
3. Visual Impairment
Disabled People's International (DPI) defines impairment as the functional limitation

within the individual caused by physical, mental or sensory impairment. On the other hand,
disability is the loss or limitation of opportunities to take part in the normal life of the
community on an equal level with others due to physical and social barriers. Visual acuity
is the capacity to see objects clearly and distinguish details at a determined distance.
Therefore, any diagnosed condition of the visual system that cannot be corrected to within
standard limits is considered a visual impairment. Disease, damage or injury causing
vision impairment can occur to any part of the visual system of the eye, the visual
pathways to the brain or the visual center of the brain.
American Foundation for the Blind (AFB) claimed the human eye can be compared
to a camera which gathers, focuses, and transmits light through a lens to create an image
of the environment. The lens of the eye bends, or refracts, light that enters the eye.
Moreover, the optic nerve transmits messages about what we see from the eye to the
brain. Like a camera, the human eye controls the amount of light that enters the eye
through the lens under various lighting conditions.
21
Visual Acuity is the quickness of vision and is measured by using specially devised
tests and charts. Snellen chart is the most commonly used tool for measuring visual acuity.
When the Snellen chart is used, visual acuity is generally measured with a person seated
20 feet away from the chart. A person who has normal visual acuity has 20/20 vision. This
means that at 20 feet the person can see the line of letters that people with normal sight
see from 20 feet. American Foundation for the Blind (u.d).
Moreover, Snellen contains letters of the alphabet arranged by line, with each line
of letters from the bottom up increasing in size. The letters on the lowest line are the
smallest letters on the chart, and the letter at the top is the largest. The character on the
bottom line represents 20/20 vision; the single large letter at the top represents 20/200, the
designation of legal blindness.
3.1.1 Types of Visual Impairment
In Costa Rica, according to the Census, in 2000 the total population was 3,810,179
inhabitants, of which 203,731 (5.35%) were disabled, of whom 52% are men and 48%
women. Additionally, it is reported that a 31% of people has blindness. As not all visual
impairments are the same, there are many types of visual impairment; the most common
are near-sightedness and far-sightedness. Less frequent types of visual impairments
include:
Strabismus,
Congenital
cataracts,
Retinopathy
of
prematurity,
pigmentosa, Coloboma, Optic nerve hypoplasia, and cortical visual impairment.
3.1.2 Myopia
Retinitis
22
The NYU Langone Medical Center and School of Medicine Department of
Pediatrics in New York City establishes that in myopia, vision is better up close than at a
distance. This condition is caused by structural distortions within the eye. Michelle Badash
(2012) stated that having a member of the family with myopia increases the risk to acquire
this disorder. Also, she says that although the evidence is conflicting, some specialists
believe that prolonged periods of reading or the daily use of a computer can increase the
risk of developing myopia. This eye condition is also known as near-sightedness. Early
treatment of myopia can prevent social and academic difficulties that can accompany poor
eyesight.
3.1.3 Hyperopia
People with hyperopia, also known as Far-sightedness, are usually able to see
distant objects well, but close objects appear blurry. This visual condition may cause
headaches or eyestrain, especially when reading, but can be correct with eyeglasses or
contact lenses. Additionally, laser vision correction is sometimes possible for people who
do not want to wear glasses or contact lenses. Hyperopia can be caused by genetics if
parents have this type of visual impairment most likely children can acquire it. There are
symptoms that should be known in order to detect far-sightedness and are due to the extra
eyestrain, like constant to intermittent blurred vision, red, teary eyes, frequent blinking,
difficulty reading and decreased binocularity. Strabismus, which is when the eyes are not
properly aligned with each other, is also a symptom of hyperopia and some children
develop it because hyperopia has not been diagnosed and corrected. This condition in
early ages can contribute to issues while learning to read and write.
23
3.1.4 Astigmatism
Like myopia and hyperopia, astigmatism is a refractive error. The National Eye
Institute says that this eye condition occurs when the eye does not focus light evenly onto
the retina. Some of the signs of this visual issue are headaches, eyestrain, and squinting,
distorted or blurred vision at all distances and difficulty driving at night. Astigmatism can
affect children and adults. As most of refractive errors astigmatism can be corrected
throughout eyeglasses, contact lenses or surgery.
3.1.5 Blindness
The American Foundation for Blind defines blindness as A wide array of conditions
ranging from a limited ability to see objects with special aids to the absence of light
perception. Most people who are blind have some light perception (2015). Additionally, a
research made in Canada by the Educations Department mentions that from the
educational perspective children that require teaching through sensory and tactile
materials because are not able to learn visually. Moreover, this research remarks that the
fact that someone is blind does not imply that person has no vision at all but this is not
always true. Blind people may or may not have light perception; this characteristic
depends on the eye condition. Only 18 percent of people who are visually impaired are
classified as being totally blind and the majority of them can differentiate between light and
dark. America Foundation for Blind (n.d).
24
3.1.6 Retinitis Pigmentosa
According to Dr. Joaqun Martnez, Retina and Vitreous Specialist, one of the
causes of Blindness and Low Vision in 407 patients treated at the National Children
Hospital from 2010 to 2011 is the Retinitis Pigmentosa and others like Congenital Eye
Malformations and Retinopathy of Prematurity (only 5%). (Dr. Martnez, J). Retinitis
Pigmentosa refers to a degeneration of the retina, resulting in decreased night vision, a
gradual loss of peripheral vision, and in some cases, loss of central vision. The American
Foundation for Blind sets down that the degeneration progresses over time and can lead
to total blindness. Retinitis pigmentosa is a rare, inherited disease for which there is as yet
no treatment or cure. Some ophthalmologists believe that treatment with high doses of
Vitamin A can slow the progression of retinitis pigmentosa, and that taking Vitamin E
makes it worse.
3.1.7 Low Vision
Having low vision refers that the person who is diagnosed with it has some good
usable vision and can learn to use that rest of vision available. In this particular case,
vision cannot be fully corrected by ordinary prescription lenses, medical treatment, or
surgery but still there is residual vision.
3.1 Impact on Learning with a Visual Impairment
25
People with visual acuity 20/20, denote normal vision, are able to perceive most of
the information and what happens in the environment visually. This visual information
people acquired with time is crucial for the development of a students learning.
Malformation or destruction of this part of the body implies the decrease of the amount of
sensory data to the learner, consequently, some skills that are develop through the vision
and imitation of others do not grow and progress like in the rest of the population, even
more when the visual impairment is present from birth as a person might acquire an eye
condition in a later stage of life.
3.2 Assessment of Visually Impaired Students Needs
The assessment of visually impaired students has the purpose of understand the
learners needs. Additionally, assessment is necessary for all students with or without
disabilities before the beginning of the classes it is as crucial for the teacher as for
students in the teaching-learning process. This assessment helps the teacher to identify
learning styles, academic level, learning necessities and maybe other areas that the
student may need help with, like a cognitive delay.
Regarding the educators duty, it is necessary to recognized illumination conditions,
materials conditions, body position, eyestrain, eye appearance and adaptations.
Information gathered through this assessment, professors can recognize some guidelines
to follow regarding the type of educational support that can provide to the sight impaired
students.
26
3.3 Needs of Visually Impaired Students in the Class
Visually impaired students including blind students need certain modifications to

the curriculum, materials and classroom depending on the eye condition, as it is known
that according to the type of visual impairment, vision lost may be partial or complete. Part
of having a student visually impaired implies for teachers to identify and understand the
type of eye condition the student has. Once the students situation has been determined
the teacher can start with the necessary modifications in all the aspects related to the
students learning process. According to the American Foundation for Blind, students with
visual impairments have unique educational needs which are most effectively met using a
team approach of professionals, parents and students. In order to meet their unique
needs, students must have specialized services, books and instructional materials in
appropriate media (including braille), as well as specialized equipment and technology so
they can have equal access to the core and specialized curricula, and to enable them to
most effectively compete with their peers in school and ultimately in society. (Taylor, J.L.,
2015).
A visual impairment will often impede a students development of visual concepts
and learning of academic subjects. Special concept development and academic needs
that may need to be addressed include:
1. Developing a good sense of body image.
2. Understanding the following concepts: laterality, time, position, direction, size,
shape, association, discrimination, sequence, quantity, sensations, emotions,
actions, colors (to the best visual ability), matching, and classifying.
27
3. Developing listening skills appropriate to the level of the students functioning,
including the development of auditory reception, discrimination, memory,
sequencing, closure, and association skills.
4. Developing auditory comprehension and analysis skills appropriate to the level of
the students functioning, such as the development of the ability to understand
character;
understand
setting;
recognize
feelings;
recognize
climax,
foreshadowing, and purpose; and distinguishing fact from opinion. Guidelines for
Working with Students who are Blind or Visually Impaired (2010).
Additionally, other needs visually impaired students may have are: literacy and
communication needs, social emotional needs, socialization, affective education,
recreation, family life education, sensory and motor needs, orientation and mobility
needs, among others. Guidelines for Working with Students who are Blind or Visually
Impaired (2010).
3.4 Parents and Teachers Collaboration
Family is the core of society and parents are the support of the kids since they are
born. Parents are the guide for kids to develop their skills and potential during childhood.
When the time to start childrens education comes, both parents and teachers must work
together regardless of whether or not the student has an impairment or if has receive any
kind of services or it is the first time in the educational system.
Nowadays, parents are required to participate more in their own children education even
when the student does not have impairments. Therefore, support from parents and
educators is even more crucial for children and adolescents when having a visual
impairment, as the proper guidance for the learners can help them to achieve their goals
28
in the learning environment and outside it. The parents role is to help professors to
understand their children.
As a result, with the parents help, teachers can identify the students
characteristics and determine how to work with the learner, creating at the same time a
good learning-teaching environment.
Parents and teachers relationship are based in
communication, if there is communication between both, parents-professors relationship

grows, all of this in favor of the learner. Consistency between the classroom and home is
also part of the students education process. Therefore, throughout communication parents
can keep up to date on important due dates, classroom events and any challenges the
student is facing. Also, regularly asking for updates on the learners progress is part of the
parents role while the teachers role is to encourage parents to continue lessons at home
and share any new collected data of the learner with the parents. Keep goals in mind, be
prepared for homework, watch for teachable moments and make education a priority are
also part of the teacher and parents role to keep consistency between classroom. Katz, B.
(2014).
29
3.5 Challenges to Include Students with Specific Visual

Impairment to the Classroom
Regarding the challenges teachers have to include students visually impaired to

the classroom, there is a factor that should be taken into account that is if the student is
sight impaired since it was born or it got the condition later on in his or her life. This
information helps teachers to identify and select techniques, materials and methods based
on the age the learner acquired the eye condition. The moment of onset of disability
determines adaptability. An infant with complete congenital blindness adapts gradually to
the disease (develops other senses) and both the child and its environment are adapting
to the situation. However, if it is a supervening blindness at later ages, surely produce a
traumatic emotional reaction that forces the teacher to use specific strategies to address
the situation, therefore, this factor might represent one of the challenges for educators
when teaching sight impaired learners. Additionally, the presence of disabilities associated
with visual disabilities (motor, mental, developmental disabilities, deaf blindness)
determines the form of labor and student needs. It is necessary to assess which of these
disabilities is prevalent and which needs presents the students in each case.
Some other tasks that teachers must take into account is that in terms of cognitive
development can be slower, due to touch and hearing are senses that require a more
complex and slower information processing. The learning style is different because visually
impaired people have difficulty learning by imitation, acquire information more slowly and
may present specific difficulties for some contents. Regarding staying focus students with
visual disabilities must be more alert to not get distracted or bored. This occurs because
less external stimuli are received causing the student focuses on itself and switches off. In
terms of social skills, sometimes have a nonverbal social skills deficits (lack of facial
30
expression, gestures, etc.) Consequently, the classroom teacher is responsible for each
child in the class meets the educational programs established for the learner and do it in
the most optimal way for each condition. This does not mean the teacher has to be a
super-specialist in everything, but educators have to coordinate with specialists at its
disposal to reach this goal.
3.6
Techniques to Teach Visually Impaired Students in the
Listening Skill
Listening is the act of assigning meaning to what is heard (Barclay, L., 2012).
People have defined listening in different ways, nevertheless it was been named as an
active cognitive process, as according to Barclay (2012) infants begin to attach meaning
to what they hear by combining their senses of vision, touch, and hearing. Additionally,
Barclay (2012) establishes that for learners who does not receive visual input for
clarification, this active cognitive process must be taught through experience, providing
emphasis on the blend of language and touch, actions and objects. Supporting the
development of concepts and language involving listening by linking what the learners
heard with what they felt or touched.
A common myth is that people who are blind or sight impaired hear better than their
sighted peers. There is no basis in fact for this notion, and it must be acknowledged
that listening skills for all children are acquired through experience. Appropriate
listening skills depend on the childs ease in using language. This ease depends on
concept development and requires that the child understands the sounds heard.
Therefore, specific attention must be paid to direct teaching of listening skills to
children who are blind or visually impaired. If a child who is blind or visually
impaired requires alternate format materials such as large print or braille, it is
31
essential to introduce these materials as early as possible so the child has a great
deal of exposure to them. (Canadas Department of Education, 2001 p. 4.6.)
Regarding technology, the document Teaching Children who are blind or Visually
Impaired, settle that children who are blind or visually impaired will learn promptly that
technology is important to their lives. They should be exposed to technology and should
start to use tape recorders as a prelude to accessing books on audiotape. Additionally, the
use magnifiers or telescopes and teach the people how to use them properly is essential.
This type of technology is called assistive technology and its purpose is to allow children,
adolescents and adults sight impaired complete tasks like, homework, do researches, take
tests and read books along with their partners. American Foundation for Blind. Assistive
Technology (2015).
Placing technology a side, professors have different techniques used in their
classrooms that can be applied also when having a visually impaired learner. For example,
dynamic techniques where a fictitious situation is created and learners are involved, react
and adopt spontaneous attitudes in that specific situation. Additionally, auditory techniques
in which a situation or subject is presented providing additional information to improve
reflection and analysis in the learner about different topics. For example, hear or watch a
short story and then analyze the aspects of interest. Regarding listening techniques there
are three that can be mentioned which are following: Listening for main ideas, listening for
details and listening and making inferences, these three techniques help the learner to
understand and develop a sense of why they listen and which one to use to listen better.
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3.7 Teaching Listening
The teaching of listening abilities is one of the least understood, least developed
and yet one of the most important areas of language testing and assessment [] very little
is written in the language assessment literature on the specific constructs, or abilities, that
underlie listening, on how to go about designing listening assessment procedures, on how
to validate and evaluate listening tests (Buck, 2001).
1) Listening skill is key recalling important words and ideas to receiving messages
effectively. It is a combination of hearing what another person says and
psychological involvement with the person who is talking. Tyagi, B (2013).
Moreover, listening comprises of some key components, they are:
2) discriminating between sounds
3)
recognizing words and understanding their meaning
4) identifying grammatical groupings of words,

5) identifying expressions and sets of utterances that act to create meaning,
6) connecting linguistic cues to non-linguistic and paralinguistic cues,
7) using background knowledge to predict and to confirm meaning
Tyagi, B (2013).
Therefore, the professors duty is to make sure the visually impaired learner has the
components or if the learner presents difficulties with any of the elements mentioned
before help the student to overcome the issue. Spoken language is different from written
language mainly for sight impaired learners as in braille some elements of the spoken
language are written differently. Learning through experience as mentioned before is
important for sight impaired students as it is the way they can build concepts in their
minds.
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CHAPTER III
METHODOLOGICAL FRAMEWORK
3.1 Method
The method of this research is inductive as the thesis Recommend techniques to

teach visually impaired students improving the listening skill, in the English lessons, is a
theoretical investigation based on information gathered from documents such as books,
online sources, observations, questionnaires and interviews. Additionally, Induction from
the particular to the general. When we use the inductive method for the observation of
particular facts get general propositions, that is, it is one that establishes a general
principle once the study and analysis of facts and phenomena in particular made.
Induction is a mental process that is inferred from particular cases observed the general
law that governs and applies to all of the same species.
The approach is qualitative and quantitative. The qualitative approach helps gathering
information focuses on describing a phenomenon in a deep comprehensive manner. This
is generally done in interviews, open-ended questions in order to obtain essay-type
answer from an expert, or focus groups. Semi-structured questionnaires that consist of
written open-ended questions. They are one of the best resources to apply in this research
to gather information helpful to work in this research. Furthermore, the quantitative
approach to gathering information focuses on describing a phenomenon across a larger
number of participants thereby providing the possibility of summarizing characteristics
across groups or relationships.
34
3.2 Type of Research
Scientific Research, according to Fred N. Kerlinger, is systematic, controlled and

critic, that allows to discover new facts and data, relations or laws in any field of the human
knowledge. Moreover, scientific research is not only the one made inside laboratories and
the beginning of everything in society is research. Scientific research is any type of
investigation but more rigorous, organized and careful.
Descriptive Research pretends to describe, explain and interpret conditions of the
present, with the purpose of examining a phenomenon that is happening at a specific
place and time. At the same time, it gives the opportunity to create a problem or situation
in order to know important needs and provide possible solutions and procedures to follow.
The topic of this research is rarely studied or at least there are few studies related
to this thesis; therefore, this study is exploratory and pretends to provide teachers of
visually impaired students the opportunity to teach English through the correct use of
curricular applications to this population. At the same time providing these students with
the opportunity to learn the language and contribute with Costa Ricas development as
part of the society.
35
3.3 Subjects of Research
The units of analysis are students with the following types of visual impairment:
myopia, hyperopia and blindness. In addition, English teachers of visually impaired
students and experts related to special education with emphasis in VI, which provides with
a different point of view and it is different from the rest of the subjects of interview.
3.3.1 Sources
Three sources were to get the information that support this research and they are the
following:
3.3.1.1 Primary Source: Visually impaired students are the primary source of
information as they are the subject of study in order to develop this research, considering
their necessities of access to the regular educational system, giving them the opportunity
to learn through the correct use of curricular elements. The total amount of students used
for this thesis is six, due to the time limit and schedule flexibility.
3.3.1.2 Secondary Source: Written papers from different sources are part of all
researches as they offer a standard set of that enable to find cited source in a library
throughout books, journal articles, book chapters or articles in a book. Therefore,
bibliographical references are the second source of information in this investigation as they
help to acquired data helpful for this study. The amount of sources is undetermined as
during the process of the research the quantity of information increased base on the
findings.
36
3.3.1.3 Third Source: People that have the first contact with the subject of study or
know about the topic of the research are valid sources of evidence or data. Specialists are
the third source implemented; as they are experts in certain fields associated to the topic,
for example, English teachers of visually impaired students and special education
professors. English teachers, who give classes to visually impaired students, are the ones
that have the knowledge about how these kinds of students learn a foreign language. On
the other hand, the special education professor with the emphasis in VI can provide this
thesis with techniques that this population of visually impaired people required to
increased or improve their skills. In Helen Keller Institute there are only 6 professors for
each one of subject matters. The rest of the educators travel around the country making
difficult the contact with them. Therefore, only the 6 professors working in the Helen Keller
building are used for this research. Regarding the specialist due to schedule flexibility of
the researcher there is only one specialist in special education.
3.4 Population
The Instituto de Rehabilitacin y Formacin Helen Keller assists students from 13

years old or older who are in High School level or preparing themselves to do the
bachillerato tests in the different subjects Math, Science, Social Studies, Spanish, Civics
and English. For this research the total population consists of 44 professors of different
subject matter from which one is an English Teacher and 421 high school level students,
according to the last registration in June 2014, all of them members of the Helen Keller
Institute, located in Desamparados. It is important to take into account that the population
mentioned is just from Helen Keller Institute; besides this population 53 other English
37
teacher are taken into account for the questionnaire applied as part of the research.
However, this 53 English teachers are not professors of visually impaired students.
3.5 Sample
The students members of this institution have different kinds of visual impairments
and either because of social or educational factors could not finish their education in the
formal educational system or required extra help besides the one given at the high school
they attend. Taking into account the information given from the institution, the sample
consists of 6 professors of secondary education, one is an English teacher, and five
students with different types of visual impairment, all professors and students from Helen
Keller Institute. The sample was chosen due to schedule of the professors, the students
and the researcher of this thesis.
3.6 Variables
3.6.1 Listening Techniques
3.6.1.1 Conceptual Definition
Listening is the ability to identify and understand what others are saying. This
process involves understanding a speaker's accent or pronunciation, the speakers
grammar and vocabulary, and comprehension of meaning. (Snchez, J.C, 2013).
38
Moreover, it is the manner in which technical details are treated or basic physical
movements are used.
Techniques can be applied in any human environment for
example, art, science and education. However, a technique required manual and
intellectual skills, usually with the use of tools. It is mentioned that the technique arose
from the human need to modify their environment. Observation is the tool used in order to
gather techniques used by the educators in the class with the sight impaired students.
3.6.1.2 Instrumental Definition
Regarding the listening techniques, in order to gather the techniques used by

professors of visually impaired learners, there were questionnaires made to 6 professors
from Helen Keller. Additionally, there were observations of class made, in order to identify
the techniques used by the professors at Helen Keller Institute. (See annexes)
3.6.1.3 Operational Definition
The techniques applied by the specialized professors, were determined by

questionnaires made to 6 professors of students with VI. Additionally, in order to detect if
the techniques mentioned by the educators in the answers of the questionnaire were being
apply, three observations were made during the development of the class with their
respective visually impaired students. If more than 90% of the teacher express that they
know techniques to teach visually impaired learner then the knowledge is considered
excellent. If more than 90% of the teachers say that they did not received training to teach
visually impaired students then the preparation of the educator is considered low. If more
39
than 90% of the teachers say that they do not have specialized syllabus then the variable
is considered positive.
3.6.2 Knowledge of English Educators about English teaching to

visually impaired students
Regarding having visually impaired students in the English class is not a common
situation. Therefore, concerning teachers knowledge the researcher refers to the
awareness of the professors on how to teach visually impaired students, in order to
provide the best teaching-learning process to this population, in case the situation take
place in the class.
In order to discern if English professors know how to teach visually impaired

students, questionnaires were made to English teachers. Some of the questions included
were about being afraid to teach English to learners with VI and techniques they know to
teach this population. (See annexes)
40
Knowledge of English educators was determined throughout a questionnaire. Fifty
three questionnaires were applied identifying teachers confidence and knowledge
regarding visually impaired students and how to assist appropriately this population.
Moreover, when talking about if they have received any training to handle people visually
impaired 85% express they have not received any kind of preparation to face this specific
population, then the variable is considered positive. Finally, from the 53 questionnaires
made 35% of the professors said they know teaching techniques to work with this
population and some of them mentioned the techniques they know. However, if they know
techniques it does not guarantee they can apply them properly; therefore, the knowledge
is considered respectable. If more than 80% of the professor say that they did not
received any kind of preparation before star working at Helen Keller, then the variable is
positive. If less than 50% of the teachers express that they know techniques for sight
impaired students then the knowledge is considered poor.
3.6.3 Importance of auditory memory
Concerning auditory memory, it allows people to remember spoken information.

The weakness in this area represents difficulties to learn information that is presented only
through oral instruction. Many of these children are visual learners, and learn best when
visual instruction or hands-on experiential learning accompanies verbal instruction.
(Balsiger, L. n.d).
41
An interview was made to a special education teacher with emphasis in English

teaching, in order to determine the importance of the auditory memory in the listening skill.
Moreover, the interview made to identify whether or not is recommended to use
techniques in advance when the students visual impairment is progressive. (See annexes)
The importance of the auditory memory was determined throughout the application
of an interview to a special education teacher whose emphasis is English teaching. The
questions made on the interview, gathered information like the importance of the auditory
memory and the listening skill development, listening techniques and the use of the
residual vision behalf of visually impaired students. As there was only one special
education teacher all answers of the questionnaire result in 100%. The special education
teacher said that auditory memory is important in sight impaired students development and
add that it goes along with the listening skills, then the variable is considered positive.
42
3.7 Types of Instruments
The instruments used for this research were created in order to distinguish
teachers opinion about having sight impaired learners in the class and establish
recommended techniques to teach visually impaired students in the English classroom.
These instruments involved: English teachers of regular students and teachers of visually
impaired students, experts and students with visual impairment. The following are the
instruments applied to achieve the goals of the investigation:
3.8 Descriptions
3.8.1 Questionnaire to teachers of regular students
These questionnaires were made to identify regular teachers preparation and

knowledge regarding teaching visually impaired learners within the regular Costa Ricas
formative system. Additionally, these consultations allowed finding if regular teachers know
where to get help and how in case there is a sight impaired student in the English
Classroom. Moreover, the questionnaire consist of six questions each one and they were
yes or no questions and this questionnaire helps to show the relevance of this work and
the importance of the information that is provided throughout this research.
43
3.8.2 Questionnaire to teachers of sight impaired students
Questionnaires made to sight impaired students teachers consist of six questions,

only questions number 1 and 6 required more than a yes or no answer and the rest of the
interrogation was of yes or no answers. Furthermore, these questionnaires were made to
determine if professors from different subject matters who are directly involve in the
teaching-learning process of visually impaired people know and use specific techniques.
Besides, detecting if there is a syllabus teachers can use to teach the sight impaired
people and which challenges teachers face during the students learning process. In
addition, this questionnaire contributes to collect techniques used by the professors of
visually impaired students who teach different subject matters.
3.8.3 Interview to specialist
The main purpose of the interview to the specialist is to distinguish possible

listening techniques that can be applied in the English teaching class and it can provide
help to know how to develop the students hearing sense. Additionally, the interview is with
a professor of special education that has an emphasis in VI, which gives the perspective of
someone with experience in the field that is investigate in this work.
44
3.8.4 Class Observation
The environment in which students develop their skills is crucial for them to move
safely and efficiently through the environment; In addition, the students relationship with
the teacher and classmates is also important as it is known that for visually impaired
people is difficult to develop social relationships and any language learning process
required interaction in order to understand and acquired the language.
3.8.5 Booklet
The development and understanding of the language in all students with or without
disabilities are obtained throughout the activities purposed during the English class.
Therefore, the booklet is a useful tool teachers with this population in the class can apply
in order to help sight impaired students and regular students in the same class.
45
CHAPTER IV
DATA ANALYSIS
4.1 Instruments Results
The diagnosis done to this research is significant as it manifest the real situation
teachers may encounter in most of the Costa Rican instructive institutions. How professors
feel, the level of confidence and preparation educators may have in order to assist visually
impaired students.
4.1.1 Questionnaire made to Teachers of Visually Impaired

Students
The following graphs and charts are the results of the questionnaire number one
made to professors who assist visually impaired learners.
46
Chart No. 1
Opinion of Educators from Helen Keller Institution about facing challenges

when teaching visually impaired students
Correspondence
Amount of teachers
Yes
Responses
Total Percentage
100%
0%
No
Source: Questionnaire applied to educators of Helen Keller Institute.
Data Analysis
Being an educator is a challenge when taking the responsibility to educate the

future of the country. Additionally, challenges are always present in any English class and
these challenges are even more when having students with different abilities, like visually
impaired students.
Throughout this thesis a questionnaire was done to educators of Helen Keller
institution as they work directly with visually impaired learners. Professors were asked if
they face challenges when teaching sight impaired students. A total of 6 professors were
47
questioned and for this particular question all 6 educators established that they do face
challenges when assisting this specific population. Educators mentioned the following
challenges:
Students with associated disabilities, such motor and mental disabilities,
development disorders or deaf blindness, gaps between what the students know and what
they should know. Moreover, educators mention that it is difficult sometimes to recognize
that these students are not just different cases of visual impairments.
Additionally,
educators said that another challenge is the students capacities versus the level of
demand in the classrooms and in the tests. Besides, that there is no adapted material for
the students, not even for low vision nor blind ones. Finally, educators mention how to
make the information available to the student is another challenge they have in the
classroom.
48
Chart No. 2
Educators knowledge of specific techniques to teach visually impaired

students
Amount of teachers
Yes
Responses
Total Percentage
100%
0%
6
No
Data Analysis
Technique refers to the way of accomplishing a goal. During the class development
educators use different techniques for the learners to achieve several objectives of the
course. Regarding this question made to professors from Helen Keller Institution 6
professors were questioned and all of them made reference to diverse techniques to teach
visually impaired learners. The following is the list of some the techniques mentioned: use
large print, use of swell paper in which lines simply puff up and it is possible to make
49
perfect tactile maps and more complex graphics such as drawings and diagrams. Finally,
verbalization of the illustrations presented to the students and any other activity that
implies nonverbal communication.
Chart No. 3
Existence of Preparation Regular Teachers can take in order to Teach
Visually Impaired Students
Amount of teachers
Yes
Responses
Total Percentage
100%
0%
6
No
Data Analysis
In order to gather information about possible places were educators can prepare
themselves to assist visually impaired student Helen Kellers professors were asked if they
knew about any preparation in Costa Rica that educators can take to prepare themselves
to teach visually impaired learners. Most of the professors answered that they recognized
CENAREC as the institution were courses are given in Costa Rica.
50
Educators mentioned other institutions like Fernando Centeno Gell that in its
website has links of other websites were online courses are given. Moreover, professors
said that Helen Keller offers them to do trainings to teach visually impaired students.
Additionally, one professor said that he knew about some universities giving courses but
not certificate ones and other educator said that by studying special education at the
University is another way to receive the necessary preparation to be able to assist the
visually impaired population of Costa Rica. Based on these answers, inclusive education
not only means insertion of students with disabilities into the regular educational system
but also implies prepared regular professors to truly give disabled people the opportunity
to grow, learn and then be included in Costa Ricas society.
Chart No. 4
Existence of special syllabus to work with visually impaired students

Amount of teachers
Yes
Responses
Total Percentage
0%
100%
6
No
Data Analysis
51
Regarding this question applied to professors from Helen Keller Institute, the main
purpose is to recognize that to have an inclusive education is required to have a special
syllabus. Concerning this question, all six professors said there is no special syllabus that
works as guide for professors that are called to teach visually impaired students without
having necessarily any kind of preparation. However, having a special syllabus does not
mean changing the contents for this population, it means to give a chance to regular
professors to provide an inclusive learning-teaching process.
Due to the different types of disabilities not only visual impairment a special syllabus may
be difficult to create. Therefore, this question helps to support the purpose of the creation
of a booklet that maybe is not a syllabus but at least can help educators to find techniques
and materials to teach visually impaired students throughout the listening skill and maybe
with the time continue improving the techniques and material recommended in this thesis
with the objective of giving visually impaired students the same opportunities than the rest
of the Costa Ricas population.
Chart No. 5
University
Amount of teachers
Yes
Responses
Total Percentage
1%
52
6
No
99%

Graph No. 5
University
Amount of Professors that Received Lessons to Teach VI

Students at the University
1%
Yes
No
99%
Data Analysis
Concerning this question made to professors from Helen Keller Institute, the main
purpose is to identify the level of preparation received behalf the University to the
professors who work there. Most of the answers showed that none of the educators
answered did not received any sort of lesson at University regarding how to teach English
to students with certain disabilities.
53
Starting from the fact that this thesis is encouraged by the concern on how to teach
English to students with visual impairment, this question shows the educators reality in
regards the preparation received at college and how important this work is to provide
English teachers with techniques that can be used in the English class not only in the
listening part, which is the focus of this written document, but also in reading, writing and
speaking as techniques can be modified according to the students needs.
Chart No. 6
Existence of enough preparation to meet classrooms challenges
Amount of teachers
Yes
Responses
Total Percentage
0%
100%
6
No
Data Analysis
The objective of this question made to educators who are teaching visually
impaired students is to identify the educators perspective regarding their own preparation
independently of the University they attended to. The total amount of people asked,
answered that what universities teach is not enough to confront the challenges in the
54
English classroom. One reason given by one of the professors is that at the beginning
these educators were not prepared to teach with Braille and this technique was learned
with the time and the experience.
4.1.2 Class Observation
The information that is presented below refers to class observations made at the
Instituto de Rehabilitacin y Formacin Helen Keller. The objective of this class
observation is to examine the techniques used by the professor in the English class in
order to teach VI students. A total of six class observation were made and in the following
charts and graphs the results are presented.
Chart No. 1

Formacin Helen Keller
Use
Yes
No
Total
Individual Work
Group Work
Play Audio Recordings
Tactile exploration
Technique
55
Use of Large Print or Magnifiers
Low Visual Aids
Braille
Graph No. 1

Formacin Helen Keller
Teaching Techniques Used at Helen Keller Institute

120%
100%
80%
60%
40%
20%
0%
Individual
Work
Group Work
Play Audio
Recordings
Tactile
Exploration
Yes
Large Print
Low Visual
Aids
Braille
No
Source: Class Observation made at Instituto de Rehabilitacin y Formacin Helen Keller
Data Analysis
56
During this thesis some class observations were made at the Instituto de
Rehabilitacin y Formacin Helen Keller, in order to, identify the different techniques used
by professors with sight impaired students. Results showed that the most common
techniques by the educators in this institute are tactile exploration, large print and Braille
with a hundred percent of the usage. Additionally, the second technique most used are
individual work and to play audio recordings with more than the sixty percent of the
educators using it. Group work is used by the educators in equal way. In contrast, low
visual aids are the least used with more than sixty percent of the educators without using
this specific technique. Verbalization technique was not included between the evaluation
aspects of the observation. However, it is a constant at all times in the class at any
moment when the professors speak in order to give instructions.
The second part of this class observation consists on the Infrastructural factors and
the only aspect to take into account is the size of some of the classrooms that sometimes
depending on the amount of the students may be small for the professors. However, not
everything is negative, one positive aspect of this institute is that professors have the
necessary equipment to make Braille material and swell paper.
4.1.3 Questionnaire made to Regular Teachers

The following graphs and charts are the results of the questionnaire number two
made to regular teachers.
57
Chart No. 1
Teachers' Confidence regarding Teaching Students with Visual Disabilities

Amount of teachers
Yes
Responses
Total Percentage
12
23%
41
77%
53
No
Source: Questionnaire applied to University students of English teaching.
58
Graphic No. 1
Teachers' Confidence regarding Teaching Students with Visual Disabilities

Teachers' Confidence regarding Teaching Students
with Visual Disabilities
23%
Yes
77%
No
Source: Questionnaire applied to University students of English teaching
Data Analysis
Confidence is one of the most important elements when teaching sight impaired
students as when one of the senses like vision is missing some students may not have
self-confidence and the educators are in charge of transmitting their own to their students.
During this thesis regular professors of English were asked about their confidence on
having a visually impaired learner in their class. Throughout these questionnaires some of
them express confidence but most of them did not show self-confidence talking about
dealing with sight impaired students.
59
Chart No. 2
Teachers who received training to teach visually impaired students

Amount of teachers
Yes
Responses
Total Percentage
15%
45
85%
53
No
60
Graphic No. 2
Teachers who Received Training to Teach Visually

Impaired Students
15%
Yes
No
85%
Teachers who received training to teach visually impaired students

Data Analysis
Previous preparation to help visually impaired students is a must for all professors
not only for special educators, in order to include professionals in the job market of Costa
Rica. Regardless of whether the person has a visual impairment or not. The main purpose
of this question is to identify if professors were academically prepared to attend the
different visual impairments in class. Resulting that most of the interviewees have not
received training to handle sight impaired students in the classroom.
61
Chart No. 3
Teachers' knowledge about supportive institutions

Amount of teachers
Yes
Responses
Total Percentage
23
43%
30
57%
53
No
Graphic No. 3
Teachers knowledge about supportive institutions

Teachers' Knowledge about Supportive
Institutions
43%
57%
Yes
No
62
Data Analysis
Part of the human rights in Costa Rica is the inclusive education. Thankfully, Costa
Rica has the Instituto de Rehabilitacin y Formacin Helen Keller, CENAREC and Omar
Dengos Foundation that are the best known institutions for sight impaired people or assist
people with different kind of disabilities. Supportive organizations like the ones mentioned
above offer prepared educators and assistive technology for educational institutions.
Therefore, it is crucial for professors to know about what these organizations can provide
or assist with, in order to help students with visual impairments or other type of disabilities
in their teaching-learning process. As a result of this specific question made to regular
teachers, it is possible to identify that most of the professors interviewed did not know
about the existence of supportive institutions.
Chart No. 4
Teachers who consider a challenge to teach visually impaired students

Amount of teachers
Responses
Total Percentage
63
Yes
49
92%
8%
53
No
64
Graphic No. 4
Teachers who consider a challenge to teach visually impaired students

Teachers who Consider a Challenge to Teach Visually
Impaired Students
8%
Yes
92%
No
Data Analysis
University professors in Costa Rica already have the challenge to educate the
future of the country and the task becomes harder when students with disabilities are
included in the regular educational system. In this case, the purpose of this question is to
identify if educators see a challenge in teaching students with sight impairment. Resulting
that only a few of the questioned do not consider a challenge to teach sight impaired
learners.
65
Chart No. 5
students
Amount of teachers
Yes
Responses
Total Percentage
19
36%
34
64%
53
No
66
Graphic No. 5
students
Teachers who know what to do in case they Need Help with
Visually Impaired Students
36%
Yes
64%
No
Data Analysis
Professors level of reaction in case they have learners with different needs
becomes important in the development of the student socially in or out of the institution.
Therefore, this question, help to identify that most of the professors do not know what to
do in case they require some kind of support in order to assist sight impaired learners in
the classroom.
67
Chart No. 6
Professors who know techniques to teach visually impaired students

Amount of teachers
Yes
Responses
Total Percentage
18
35%
35
65%
53
No
Graphic No. 6
Professors who know Techniques to Teach Visually Impaired Students

Professors who know Techniques to Teach Visually
Impaired Students
35%
No
65%
Yes
68
Data Analysis
The main purpose of this question is to acknowledge professors awareness

regarding techniques that can be used with students that have any type of visual
impairment. Findings show that the minority of the respondents do not know techniques
when talking about visually impaired learners.
4.1.4 Interview to a Special Education Professor
The following data was collected from an interview made to a professor of special
education with emphasis in visually impaired students and English. The purpose of this
interview is to gather techniques used by a professor and how important is for students
with VI, the auditory memory and listening skill development.
The first question made references to the importance of the auditory memory. The
auditory memory is the skill to remember what is heard in a sequence and in appropriated
order. The development of this memory is crucial for visually impaired students mobility.
For example, to teach a sight impaired student to travel by bus they required to develop
their auditory memory in order to remember every aspect during the route. (Mariana
Madrigal Jimenez, special education professor.)
memory helps to use the listening skill.
Additionally, the development of this
69
Regarding the second question made to the professor. The data collected, the
specialist said that the listening skill development is important. However, the hearing
sense is not the only one students with VI should develop. The sense of touch is also
crucial in students who have a VI. According to the special education educator if tactile
input, is imbedded within a purposeful activity, it is meaningful to the central nervous
system and can promote learning.
Concerning the third question, the auditory memory deals directly with the listening
sense, the purpose of this question made to the specialist is to identify techniques that can
help to develop the auditory memory and consequently maximize the listening skill in
students with any type of VI. In people who is blind the development of this memory is as
important as the sense of touch. The specialist mentioned some techniques that can help
to develop the auditory memory and at the same time the listening skill, like, tell the
student a story and ask for repetition.
Students who have residual vision, the special education professor agrees that
these learners must use the residual vision they have, as the use of this remaining vision
does not affect the eye condition or make the persons disability worst. However, the
techniques and material used with learners with residual vision should be adapted
according to the level of vision loss, for example, large print.
One of the questions made to the professor was if English teaching was considered
difficult which answer was negative. This question was made to give the point of view of a
specialist in the area of VI, in order to show educators, especially English teachers, that
teaching visually impaired students may represent a challenge but is not difficult to
develop these students skills.
People learn through the hearing of sounds and by imitation of them. Additionally, if
there are difficulties to discover differences and similarities between sounds, most likely
the student may have difficulties understanding instruction, pay attention and speak
70
correctly. Therefore, the professor of special education considers the development of the
perception and discrimination of sounds important for visually impaired students,
especially for blind learners and their personal independence.
Regarding techniques, the educator was asked about teaching techniques. The
main purpose of this question was to identify or find new techniques that the professor of
special education uses in the class that may not be used for other professors that were
interviewed. The specialist mentioned the Braille technique and recommended for blind
students the use of the Joss computer program that talks to the student. Additionally, for
students with low vision techniques used with students without VI were recommended.
However, the special education professor mentioned some considerations that must be
taken, when dealing with students with low vision. For example: with the white board a
black marker is the proper color to be used and with a green chalk board a yellow chalk
should be the one used.
During this research and the information collected, a question came out concerning
how recommended is to apply techniques for blind students, to learners that have not
suffer complete vision loss. The specialist mentioned that it is not recommended to start
using a technique with students who are not completely blind, because without being blind
the student believes himself or herself already as blind and it is not the reality at least at
that moment.
Visual Impairments can happen at birth or during any stage of life. Therefore, the
professor of special education was asked regarding how to teach to students who present
a VI during his or her development. Resulting that the special education professor
mentioned that educators must start since the very beginning and not from the students
previous knowledge. This aspect represents an important element in case of having this
particular situation in the class, as depending on the stage of life the disability was
presented, the content of the activities can vary, but the technique can be kept.
71
Inclusive education is guaranteed through the work made among the institutions
and their human resources which are the educators. Regarding the last question, the
professor was asked about the collaboration between the supportive institutions and the
educator, the specialist said the coordination and collaboration between professors,
itinerant professors and supportive institutions is crucial in order to provide the students
with the best learning teaching process.
4.1.5 Observation of Students
The following data correspond to the Observation made to the students during the
class. The objective of this instrument is to determine which techniques can be used
depending on the students learning styles and visual impairment. Among the students that
were observed there are different types of VI like Retinitis Pigmentosa, Blindness, Myopia
and Low Vision and at least two of the students have other associated disabilities.
However, take into account that this instrument can be apply after a medical diagnosis just
to observe students behavior.
72
Chart No. 1
Prefers to sit closer to the professor

Amount of students
Yes
Responses
Total Percentage
100%
0%
5
No
Source: Observation made to students of the Instituto de Rehabilitacin y Formacin

Helen Keller.
Data Analysis
Visually impaired students depending on their VI may require to be close to the

professor in order to have better hearing or to take advantage of their residual vision.
Based on the collected data, most of the VI students observed in the English class prefer
to sit closer to the professor. This particular preference belongs to two learning styles
visual and auditory and when working with VI students the determination of the learning
style helps the educator to select the proper learning techniques for each student.
73
Chart No. 2
Students who use flashcards to learn new words; read them out loud
Amount of students
Yes
Responses
Total Percentage
60%
40%
5
No
Source: Observation made to the students of the Instituto de Rehabilitacin y Formacin

Helen Keller.
74
Graph No. 2
Students who Use Flash Cards to Learn New Words;

Read Them out Loud
40%
Yes
No
60%
Students who use flashcards to learn new words; read them out loud

Helen Keller.
Data Analysis
Visual Impairment not necessarily means the total loss of the visual sense, some of
the visually impaired students may have a residual vision and it does not hurt them to use
the residual vision they have, in contrast the use of the vision left helps the student to
strengthen the eye with it. Therefore, as far as possible based on the learners VI,
flashcards should also be part of the students language development. Regarding this
specific preference of the learner it may indicate that the student learns through hearing.
75
Chart No. 3
Students who read stories, assignments, or directions out loud
Amount of students
Yes
Responses
Total Percentage
60%
40%
5
No

Helen Keller.
76
Graph No. 3
Students who read stories, assignments, or directions out loud
Students who Read Stories, Assignments, or

Directions out Loud
40%
Yes
No
60%

Helen Keller
Data Analysis
During this observation, most of the students prefer to read out loud independently
of their VI. If the learner requires to read out loud it may indicate that the hearing sense is
the one that works when reading for this student. Additionally, among the students who
preferred to read out loud, there is a blind student which may sound rare, but remember
that blind people can read by using the Braille technique. Another important aspect is that
depending on the students VI, the readings used in class required to be in large print or in
Braille.
77
Chart No. 4
Have test questions read to him/her out loud

Amount of students
Yes
Responses
Total Percentage
40%
60%
5
No

Helen Keller.
78
Graph No. 4
Students who Prefer to Have Test Questions Read out

loud
40%
Yes
No
60%
Source: Observation made to the students of the Rehabilitation and Formation Institute
Helen Keller.
Data Analysis
Having test questions read out loud is another sign that the learner absorbs the
data through the hearing sense. Furthermore, readings can be use either in Braille or in
large print according to the students needs. Acknowledging that the learner acquires the
information through the sense of hearing, the professor can take advantage to develop
even more the listening skill of the student in the English class.
79
Chart No. 5
Study new material by reading out loud

Amount of students
Yes
Responses
Total Percentage
60%
40%
5
No

Helen Keller.
80
Graph No. 5
Study new material by reading out loud
Students who Study New Material by Reading out loud
40%
Yes
No
60%

Helen Keller.
Data Analysis
Most of the time when studying people use different techniques. Reading out loud
is a technique used by some people to acquire knowledge regarding diverse information
and in the case of the students of the Helen Keller Institute who were observed and asked
about the way they study only the minority of them do not use reading out loud to study
new material.
81
Chart No. 6
Participate in activities that involve touching, building, moving, or drawing

Amount of students
Responses
Total Percentage
100%
0%
Yes
5
No

Helen Keller.
Data Analysis
The sense of touch is also important in the learning process of all students,
specially, when the learner has a VI, as the type of VI may determine sometimes how the
student perceived the information and the surroundings. Even though, not all the students
observed were blind, all of them like to participate in activities that imply the sense of
hearing. In the case of blind students, in order to recognized shapes of the objects and the
rest of the students to use their residual vision as much as possible, as in some case the
residual vision may be loss completely.
82
Chart No. 7
Do lots of hands-on activities like completing art projects, taking walks, or

acting out stories
Amount of students
Yes
Responses
Total Percentage
100%
0%
5
No
Helen Keller.
Data Analysis
Independently of the VI of the learner, touch or hands-on activities are important for
the students learning process. Some VI required the student to develop the sense of
touch even though the person has residual vision because people with a rest of vision may
still have problems differentiating, for example, facial expressions. Moreover, the sense of
touch also implies for the learner to do on his or her own, creating independence
atmosphere for the student.
83
Chart No. 8
Student chews gum, walks around, or rocks in a chair while reading, or

studying
Amount of students
Yes
Responses
Total Percentage
20%
80%
5
No
Helen Keller.
84
Graph No. 4.6.8
Students who Chew Gum , Walk Around While

Reading or Studying
20%
80%
Yes
No
Students chew gum, walk around, or rock in a chair while reading, or

studying
Helen Keller.
Data Analysis
Tactile learners tend to acquire better the information when any type of physical
activity is involved. This learning style is also named kinesthetic. In this particular case
from the five students observed only one of them did prefer to do something while reading
or studying and this student has attention deficit disorder and tend to be distracted easily.
85
Chart No. 9
Trace words with the finger to learn spelling (finger spelling)

Amount of students
Yes
Responses
Total Percentage
60%
40%
5
No
Helen Keller.
86
Graph No. 9
Students who trace words with the finger to learn

spelling (finger spelling)
40%
60%
Yes
No
Students who prefer to trace words with the finger to learn spelling (finger
spelling)
Helen Keller.
Data Analysis
Most of the students observed require finger spelling in order to learn new words
and acquire information. Among the students who need finger spelling there are two blind
students and one with Retinitis Pigmentosa which are the severest VI of the group
87
observed. Regarding finger spelling, it is common in blind students through the Braille
technique. However, learners with other VI may require finger spelling as well.
Chart No. 10
Take frequent breaks during reading or studying periods (frequent, but not
long)
Amount of students
Yes
Responses
Total Percentage
100%
0%
5
No

Helen Keller
Data Analysis
Visually impaired students who are tactile learners may tend to take frequent
breaks during studying periods. This is not related to the use of their residual vision, it is
the learners learning style. Most of the students observed take frequent breaks while
88
studying and this movements were not long and take place inside the class. Sometimes
the breaks were talking to one of their partners or stand up for some minutes and sit down.
Chart No. 11
Student taps a pencil, shakes the foot, or holds on to something while

learning.
Amount of students
Yes
Responses
Total Percentage
0%
100%
5
No

Helen Keller.
Data Analysis
89
Within this observation there are preference that are similar but not equal. Most of
the learners observed do not like to be in movement while learning. On the other hand, in
this case the blind student with attention deficit disorders is the only one that change
regarding to be in movement while learning. Therefore, it should considered that learning
styles may change depending on the task the learner has to complete and the technique
use.
Chart No. 12
Use a computer to reinforce learning through the sense of touch

Amount of students
Yes
Responses
Total Percentage
60%
40%
5
No

Helen Keller.
90
Graph No. 12
Students who Use a Computer to Reinforce Learning

Through the Sense of Touch
40%
60%
Yes
No

Helen Keller.
Data Analysis
91
Despite of having a VI, students are able to use computers and most of the
observed learners in this observation prefer to use computer to fortify learning using the
sense of touch. However, the use of technology in the learning process should be carefully
use because not all of the students prefer this option and technology not used properly
may cause distraction like with students without visual disabilities.
Chart No. 13
Sit near the front of the classroom

Amount of students
Yes
Responses
Total Percentage
100%
0%
5
No

Helen Keller
Data Analysis
Visually impaired students require curricular adaptations and one of them is to be

sit near in front of the class. Most of the observed leaners did sit near in front of the class
to have a better vision of the professor and the explanation. Moreover, the instructor must
be close to the students who have residual vision for them to take advantage of it and for
92
the blind students to hear the educators verbalization while giving the explanation of the
subject.
Chart No. 14
Use flashcards to learn new words

Amount of students
Yes
Responses
Total Percentage
60%
40%
5
No

Helen Keller
93
Graph No. 14
Use of flashcards to learn new words
Students who Use Flashcards to Learn New Words
40%
Yes
No
60%

Helen Keller
Data Analysis
The use of flashcards to learn new words in this case without read them out loud
refers to the use of the residual vision. From the five students observed only two of the
94
students are not able to use flashcards due to their blindness condition. However, they can
use flash cards with Braille but still if it is new vocabulary they may require to read them
out loud.
Chart No. 15
Write down key words, ideas, or instructions

Amount of students
Yes
Responses
Total Percentage
40%
60%
5
No

Helen Keller
95
Graph No. 15
Students who Write down Key Words, Ideas, or

Instructions
40%
60%
Yes
No

Helen Keller.
Data Analysis
96
Writing in visually impaired students may be delayed due to the amount of time
invested in readings. However, in this case the majority of the students observed prefer to
write keywords, ideas and instructions some of them with the use of papers with raising
lines. Moreover, writing reinforces the use of the residual vision on those that has it.
Chart No. 16
Avoid distractions during study times

Amount of students
Yes
Responses
Total Percentage
40%
60%
5
No

Helen Keller.
97
Graph No.16
Students who Avoid Distractions During Study Times
40%
Yes
No
60%

Helen Keller.
Data Analysis
Distractions are common not only on students without VI but also in the visually
impaired leaners. Two out of five students avoid distraction during study times. Moreover,
98
two out of the three other students left could not avoid distractions due to associated
disabilities like mild mental retardation and attention deficit disorder.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
The investigation brought to the researcher useful information and experience. It

aimed the investigator to develop the objectives proposed as well as to identify the factors
that allow or difficult the learning of the students.
The following aspects that are presented, describe how the researcher collected
listening techniques in order to provide inclusive education to students with VI regarding
the English teaching. People with VI need more resources and skills to be inserted in the
workforce and society of the country. Therefore, a second language is one of the aspects
that increases job opportunities for this population.
Throughout the interviews, questionnaires, class observation and observation of
students the techniques used by educators when teaching students with VI were
determined.
Conclusions
99
The following conclusions are based on the data interpretation and experience the
researcher had through the application of the students observation and the class
observation. Moreover, through the interviews and questionnaires made fundamental
information was gathered, like the amount of regular English teachers felt prepared to
assist students with VI.
At this point there are significant conclusions and recommendations that should be
mentioned which are:
For Objective # 1:
First of all, the techniques applied by the specialized professors, were determined
by questionnaires made to 6 professors of students with VI at Helen Keller. All professors
from Helen Keller agreed that they do face challenges when teaching visually impaired
learners, as students with visual impairment sometimes may have associated disabilities
such as motor and metal disabilities, among others.
Large print, swell paper and verbalization of the illustrations and nonverbal
communication activities were some of the techniques mentioned by the professors of
Helen Keller Institute. However, all material for the class is created by the educators and
adapted at Helen Keller.
Five out of the six educators of Helen Keller, mentioned that they did not received
any kind of preparation at the University prior to start working at Helen Keller.
Consequently, it was concluded that there is not enough preparation for educators to meet
classroom challenges, in their cases regarding visually impaired learners.
Educators of Helen Keller Institute also said that there is no syllabus or program
specialized for visually impaired students in order to help them to provide this population
with an appropriate teaching-learning process. Therefore, in this thesis a booklet is
provided in order to help professors who initially do not have knowledge about VI. The
100
techniques and activities provided in it are based on the techniques used by the Helen
Keller professors and information find in books and internet.
After the questionnaire, there were six class observations were made in order to
identify even more techniques educators applied with visually impaired students at Helen
Keller. Resulting that around the sixty percent of the educators used audio recordings to
develop the listening skill and the most used techniques were braille, large print and tactile
exploration. However, even though verbalization was not include on the observation at the
time it was created, it was taken into account at the moment the observations were made.
For Objective #2
Concerning knowledge of educators regarding techniques to teach visually

impaired students most of the population who answered the questionnaire did not know
techniques to teach visually impaired students. Moreover, this educators did not show any
confidence speaking about learners with visual impairment. Few of the people who
answered to the questionnaire said that they felt confident about teaching to visually
impaired students.
Consequently, as there is no preparation provided at the Universities for regular
educators to face challenges like teaching visually impaired learners, it results important
for professors without any preparation in this field to think about training when talking
about visually impaired students or any other special field.
For Objective #3
101
In relation to auditory memory and the listening skill, it was determined that both
are important for the visually impaired students development, not only in the academic
area but also in social development as the auditory memory helps visually impaired
people, for example, to located themselves during the bus ride. While the listening skill is
the one they use in order to understand what other people say. Additionally, if there is a
weakness in the auditory memory it is difficult for the students to develop the listening skill
as it is hard to remember when the auditory memory is not mature properly.
Recommendations
Professors of visually impaired students must develop the listening skill and the
auditory memory while developing other abilities in the learner.
It is important to take into account the student needs, type of visual impairment and
associated disabilities before applying any technique.
Exposure to sounds, like music and human voice are important for visually
impaired students to develop awareness of the sounds and the surroundings. This
makes references to the auditory memory development.
Individual training is a must. English teachers must be prepare to any kind of

situation and student.
Professors should not avoid saying words like show, see or watch while
developing the English lessons as the visually impaired student must feel there is
no different treatment regarding the rest of the classmates.
Educators must disregard the myth that sight impaired students have better
hearing skills. However, it does not mean they cannot develop it and professor
102
cannot use listening activities with students with VI in order to increase or develop
their listening comprehension of the second language.
Regular techniques used in an English class can be used with sight impaired
learners certain modifications with sight impaired students.
In the particular case of blind students, it is important the usage of Braille material
behalf the educator, but not only use this material, but also understand how this
technique works in the English lessons, in order to help blind students to
understand language.
Some recommendations about Braille are:
a) Items of a written test or activity information must be always in a horizontal

manner.
b) Points must be divided from the text, the following is an example on the
correct way to write an item for a person with VI:
1.Read the text below and answer the questions. (incorrect way to do it.)
1. Read the text below and answer the questions. (correct way to do it.)
Note: The point after the number of the item is separated from the instruction. This rule
applies for texts or readings as well. This particular technique is used to avoid confusion
among the Braille marks.
Initial diagnostic as in the rest of regular students, allows the professor to establish
certain methodological aspects.
Illumination of the class, distance for reading and writing, and time management in the
execution of tasks should be considered while activities and techniques are developed.
103
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112
APPENDIX
113
Class Observation
Student name: _________________________
Type and severity of the visual impairment: _______________________________
If the student has low vision, does the learner use the residual vision? __________
Nature and degree of intervention: ______________________________________
Presence of other disabilities: _________________________________________
Yes
Prefers to sit closer to the professor
Use flashcards to learn new words; read them out loud
Read stories, assignments, or directions out loud
Study new material by reading it out loud
Participate in activities that involve touching, building, moving, or
drawing
Do lots of hands-on activities like completing art projects, taking
walks, or acting out stories
It's OK to chew gum, walk around, or rock in a chair while reading
or studying
Trace words with the finger to learn spelling (finger spelling)
Take frequent breaks during reading or studying periods
(frequent, but not long)
It's OK to tap a pencil, shake your foot, or hold on to something
while learning
No
114
Sit near the front of the classroom
Use flashcards to learn new words
Interview
1. Is it imperative to work the auditory memory in sighted impaired learners?

_____________________________________________________________
2. Do you think the development of the listening skill in visually impaired students is
important?
_____________________________________________________________
3. If the student does not have good auditory memory. Do you know techniques that
can help a professor to develop the auditory memory? Which?
_____________________________________________________________
4. Should the student with residual vision, use their residual vision?
_____________________________________________________________
5. Do you think that teaching people with visual impairment is difficult for an English
teacher?
_____________________________________________________________
6. Is it important for the student, in the foreign language learning process, to develop
the perception and auditory discrimination?
_____________________________________________________________
115
7. Do you know techniques in order to teach visually impaired students?

_____________________________________________________________
8. In the particular case of students with Retinitis Pigmentosa that the vision loss is
progressive, should the professor start using the Braille technique with the student
before he or she losses the vision completely? _____________________________
9. When the VI is presented during the persons development and not since birth
should the professor start from what the student knows?
_____________________________________________________________
10. Do you think that the professor collaboration with supportive institutions is
important for the development of the students in regular classroom?
_____________________________________________________________
116
Class Observation
Teaching Technique Used
Yes
No
1. Individual Work
2. Group Work
3. Play audio recordings
4. Tactile Exploration
5. Use of large-print and/or magnifiers
6. Low visual aids
7. Braille
Infrastructural factors
Lights
Furniture (desks and chairs)
Class arrangement
External noise
Board condition
Classroom condition
Yes
No
117
Special Equipment
Observations: ___________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Questionnaire #1
Educator teaching visually impaired students:
1. Do you face challenges when teaching visually impaired students? Which?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Do you know specific techniques to teach visually impaired students? If your
answer is yes, specify which techniques you know
__________________________________________________________________
__________________________________________________________________
3. Is there any preparation regular teachers can take in Costa Rica to assist students
with visual impairment? If your answer is yes, specify which?
__________________________________________________________________
__________________________________________________________________
4. Behalf the Ministry of Education, do you have a special syllabus to work with
visually impaired students? If your answer is yes, specify which?
118
__________________________________________________________________
__________________________________________________________________
5. Did you receive some sort of lesson on how to teach English to students with
certain disabilities at the University?
__________________________________________________________________
__________________________________________________________________
6. Do you think that what you were taught in college was enough to meet the
challenges of the Costa Rican classrooms? If your answer is yes, specify why?
__________________________________________________________________
__________________________________________________________________
Questionnaire #2
Educator teaching regular students:
1. Do you feel prepared to teach English to visually impaired students?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Have you received any training in order to know how to help visually impaired
students in the English class? If your answer is yes, mention which?
__________________________________________________________________
__________________________________________________________________
3.
Do you know institutions that can help you in case you have visually impaired
students? Which?
__________________________________________________________________
__________________________________________________________________
4. Do you think having a visually impaired student in the classroom will be a challenge
for you? ___________________________________________________________
119
5. Do you know how to proceed in case you need help with a visually impaired
student?
__________________________________________________________________
6. Do you know techniques that may help you to teach this type of disability in the
English class? Which?
__________________________________________________________________
__________________________________________________________________
Licenciatura Degree in English Teaching

English Department
Tesis
To Obtain the Licenciatura Degree in English Teaching
Suggesting Techniques to Teach Visually Impaired Students Using the Listening Skill, in the English Lessons
2015
Contents:
Page:
Introduction
Objectives
Activity No.1
05 to 08
Activity No.2
09 to 10
Activity No.3
10
Activity No.4
11
Activity No.5
12
Other Recommended Activities
13 to 14
Book References
15
Introduction:
On March 15th of 1944, through the constitutive law number 61 is declared of public interest the education
of kids who suffer of mental retardation, or auditory, visual or vocal system disorder or any other physical
impairment that prevents kids successfully pursue the teachings of the common school. After the creation of the
University of Costa Rica, the establishment of the first school of special education in 1940 is considered one of the
most important institutional achievement regarding education during the years of the social reform.
Visually impaired students can be presented in all educators classrooms. Therefore, the importance of
prepared professors to help sight impaired learners through their learning process. Consequently, professors
should have a guide of techniques and activities that can help them and their students with VI, in order to
integrate this population into regular classrooms and with the same learning opportunities like the rest of the Costa
Rican population.
Objectives:
General Objectives:
Describe different listening techniques that can be used in the English class with visually
impaired students.
Specific Objectives:
Integrate the most important techniques that can help VI students to develop their listening skill in the English class and for
everyday life.
Present alternative activities educators can used in the English class developing the listening skills of VI learners.
Activity 1. Instructions:
This particular activity may represents some peoples life situations. Additionally, the recording
together with the listening activities A, B and C represent a sequence and one of the techniques recommended to apply with visually
impaired students. Moreover, as a final, activity to close the sequence, professor can ask the student to make an oral summary of what he
or she heard in the recording. This activity can be used with low vision or blind students, but in case of blind students the professor can
read the statement and its respective options for the student to make a choice orally.
Preparing to listen
When choosing a job, people need to consider many things, people should think about the salary. How much money does the job pay?
They should also think about what the job is really like. For example, is it exciting, fun, or dangerous? Its a good idea for people to find a
job thats right for them, to do work they enjoy and are good at doing.
A. Listening One: What is my Job?

Listen to the beginning of What is My Job? Circle the correct answer to complete each statement.
1.
You are listening to a __________?
a. job interview
b. game show
c.
radio show
2. Wayne is a _________.
a. host
b. contestant
c. guest
3. Rita is a _________.
a. host
b. contestant
c. guest
4. Peter is going to describe ___________.
a. his job
b. his company
c. himself
5. Can you predict what Peter will talk about? (Circle more than one answer.)
a.
What he does
b. where he works
c.
how much money he makes
d. what is he like
e.
what he likes to do
B. Listening for Main Ideas
Now listen to the whole show. Circle the correct answer to complete each statement.
1.
Rita asks Peter _________questions.
a. two
b. three
c. four
2. Peter works in a _________.
a. Restaurant
b. factory
c. bakery
3. Peter is ________.
a. A factory worker
b. a chef
c. an ice-cream taster
4. Peter has to be careful with _________.
a. his taste buds
b. the ice cream
c. the factory machines
5. Peter thinks his job is __________.

a. tiring
b. great
c. dangerous
C. Listening for Details

Listen to Whats My Job? again. Then read each statement and decide if it is true or false. Write T (true) or F (false) next to it.
_____ 1. Peter can be creative at work.
_____ 2. Peter thinks of new ice-cream flavors.
_____ 3. He eats all the ice cream at work.
_____ 4. He doesnt eat spicy foods.
_____ 5. He doesnt drink alcohol or coffee.
_____ 6. He smokes.
_____ 7. He has a one million dollar insurance policy for his taste buds.
_____ 8. He studied ice-cream tasting in school.
Activity 2. Instructions: This activity corresponds to the discrimination technique, where the students have to discriminate
options given according to the recording played by the professor. This technique of discrimination helps sight impaired students to develop
the auditory discrimination. This activity can be for low vision or blind students, but in case of blind students the professor can read the
statement and its respective options for the student to make a choice orally.
A. Listening for Main Ideas

Listen to the whole radio commercial for Thin-Fats. Circle the correct answer to complete each sentence.
1.
Thin-Fast is a weight loss _________.
a.
Pill
b. Drink
c.
Powder
2. Mary Ann feels ________.

a.
Overweight and unhappy
b. Thin and unhappy

c.
Thin and happy
10
3. When using Thin-Fast, you _________.

a.
Have to go on a diet
b. Have to exercise
c.
Can eat fattening foods
4. The ingredients in Thin-Fast are ______.

a.
Artificial
b. Natural
Activity 3. Instructions: Prior to this activity. Present the students an object and ask them to say everything they can about
that object. Allow the students to touch the object. Then, play the recording to show the students the description of different objects.
Finally asked the student to remember the other of the objects mentioned in the recording. This listening technique allows students to
develop vocabulary, consequently, increasing listening comprehension and auditory memory of the sight impaired learner. Take into account
that this activity can be done with other objects different to appliances.
Listen to the Recording

Listen to the man describing appliances. Then, guess based on the description given the appliance, the man is talking about and
discuss with a partner.
11
Activity 4. Instructions: The following activity can help students to improve their auditory perception and association.
Moreover, by playing with sounds and asks to repeat the sounds in the same order they were heard, the auditory memory can be developed
applying the repetition technique. This activity can be changed depending on the age of the learner. For example, it can be change to a
sounds lottery with images that can be adapted depending on the students needs. Additionally, professors can also, create an activity
about listening to different sounds of everyday activities, creating a sequence like slamming doors, wash dishes and whistling.
Listen to Recognize
Listen to the following sounds and recognized the different sounds presented. Discuss with a partner what you heard. Then,
repeat the order of the sounds you heard and list them.
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________
12
Activity 5. Instructions: Auditory technique like repetition, increases the auditory memory and this activity can be applied not
only in class but also at home.
Listen to the Instructor

Listen to your instructor and the short story. Then, repeat the story by yourself.
Jane and Laura are walking to the mall. They want to buy new clothes. Jane has some money and Laura has some money.
Suddenly, Jane is calling: "Laura! Laura! Look at that dress! Isn't it beautiful? I want that dress, but I don't have enough money."
Laura is calling: "What are you talking about? This is an ugly dress! It is just horrible! I don't even want to see this dress."
"Ok, ok" Jane is whispering sadly.
Suddenly Laura is calling: "Oh my god! Look at this dress! It is beautiful! I want this dress. Oh, but look at the price. It is too expensive for
me."
Now Jane is calling: "What are you talking about? This is an ugly dress! It is really horrible! I don't even want to see it."
"Ok, ok" Laura is whispering sadly.
Now Jane is sad, and Laura is sad. They are walking home. They have no new clothes, but they know that next time they should respect other
opinions
Note: All the activities presented can be used with blind students using the Braille technique when applicable.
13
Suggested Activities
Following there are some activities to stimulate the hearing sense and auditory memory of the learner, suggested in the book
Visual Impairment. Psycho-evolutionary aspects and education, describing the objective and the material required and which senses
develops. Take into account that this activities can be modified depending on the content of the class.
Objective: Auditory and Tactile Development

Material: Drump, Triangle and Flaute
Activities:
- Blow two or more instruments to distinguish the place whence
- Have students touch the various instruments
- Make different series with various instruments and ask the student to repeat
- Mix objects sound with rhythmic instruments and ask them to identify
- Mix sound instruments and request that identifies you play with your hands or mouth
14

Material: Bells
Activities:
- Tactile recognition of the instrument
- Description of the instrument
- Make ring different bells to appreciate the sounds
- Locate the place from which the sound
- Ring the bell near one ear and then the other
- Walking toward the sound
- Walking to the beat of what bells mark
- Repeat simple rhythmic series
Objective: Auditory Development

Material: Coins, Legumes, Nuts and Bottles
Activities:
- Discriminate sounds of various objects in bottles
- Match bottles according to their sounds
- Play rhythmic series with different bottles for the student to repeat
15

Material: Different papers (newspaper, silk, patent leather)
Activities: with pieces of paper, foil or similar:
-
Make various bends with the student wants

Do folds to make a fan
Rip papers with hands
Hear the sound of each role when it breaks
16
Book References
Arjona, C., Bueno, M., Toro, Salvador. Visual Impairment. Psycho-evolutionary Aspects and Education
Surez, E. Thesis. Define innovative techniques to assess visually impaired students in the specific listening skill, in
the English Teaching lessons.

Suggesting Techniques To Teach Visually Impaired Students

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SUGGESTING TECHNIQUES TO TEACH VISUALLY IMPAIRED

ERNISTEN SHARLIN SUREZ MOREIRA

San Jos, Costa Rica

Esta Tesis o Proyecto fue aprobada por el Tribunal Examinador de la Carrera

UNIVERSIDAD AMERICANA, como requisito para optar por el Grado de

Lic. Jos Alejandro Gonzlez Waterhouse

M.sc. Graciela Ferreiro

Licda. Mara del Roco Ruiz Ortega

Nombre y Grado Acadmico

Bach. Ernisten Sharlin Surez Moreira

Yo, Ernisten Sharlin Surez Moreira alumno (a) de la UNIVERSIDAD

responsabilidades penales de este acto, que soy Autor Intelectual de la Tesis de

Ernisten Sharlin Surez Moreira

I dedicate this work to my teachers from high school. They inspired me to

Problem Statement .............................................................................................. 1

1.2 Hypothesis ................................................................................................................. 2

1.3.1 General Objective .................................................................................................. 3

English Teaching as a Foreign Language ..................................................... 12

Special Education ............................................................................................ 14

Special Education Programs and Official Syllabus ..................................... 15

Centro Nacional de Recursos para la Educacin Inclusiva (CENAREC) .. 17

Instituto de Rehabilitacin y Formacin Helen Keller ........................................ 18

2.9 Equality and Diversity ............................................................................................. 19

Techniques to Teach Visually Impaired Students in the Listening Skill .............. 30

3.7 Teaching Listening ................................................................................................ 32

Graph No. 5 ......................................................................................................................... 52

Therefore, teachers duty nowadays is to find the appropriate

1.3.1 General Objective

1.3.2 Specific Objectives

1.4 Scopes and Limitations

1.5.2 Academic Justification

1.5.3 Social Justification

According to The Norms and Procedures for Management of Educational Services

1.6 Main Antecedents

Additionally, it mentions that various teaching

The incorporation of authentic

1.7 Institutional Framework

2.1 Education in Costa Rica

Additionally, CINDEs paper stated that as education is free and

mandatory, it has established the foundations for a continuous improvement of

2.2 Ministerio de Educacin Pblica de Costa Rica (M.E.P)

Based on the documentation of the Direccin General del Archivo Nacional, in

English Teaching as a Foreign Language

In the final report named Development and Challenges of the Curricular

Access Adjustments are the modifications or provision of special resources,

The Ministry of Education in the management of the implementation of the Special

Special Education Programs and Official Syllabus

These modalities are applied in the specialties are addressed at

Centro Nacional de Recursos para la Educacin Inclusiva

The Centro Nacional de Recursos para la Educacin Inclusiva (CENAREC) is an

Instituto de Rehabilitacin y Formacin Helen Keller

The Instituto de Rehabilitacin y Formacin Helen Keller is a unit of the Ministry of

2.9 Equality and Diversity

According to the online Cambridge Dictionaries equality is the right of different

Disabled People's International (DPI) defines impairment as the functional limitation

3.1.1 Types of Visual Impairment

pigmentosa, Coloboma, Optic nerve hypoplasia, and cortical visual impairment.

3.1.6 Retinitis Pigmentosa

3.1.7 Low Vision

3.1 Impact on Learning with a Visual Impairment

3.2 Assessment of Visually Impaired Students Needs

3.3 Needs of Visually Impaired Students in the Class