Professional Documents
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FIRST DRAFT Theorical Framework
FIRST DRAFT Theorical Framework
FIRST DRAFT Theorical Framework
Paper submitted
Research 1
Universidad de La Sabana
Chía, Colombia
November 2019
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1.0 Introduction
Children with special needs require adaptations not only in the English classes, but also,
when they are in a habitual classroom environment. (Early Intervantion Technical Assistance,
1995) remarks on some important aspects to take into account when we talk about adaptations.
First, it is pertinent to develop your plan by reviewing a typical day and identifying any potential
times when adaptations might make an activity more successful. Second, one of the keys to
adapting activities for young children with disabilities is to make the materials or activity only as
special as needed. Materials for young children with disabilities do not have to come from
special catalogs or cost much money. Finally, one key characteristic of a quality early childhood
different developmental levels but individualizes for the unique interests, strengths and
However, according to (Farmer et al., 2018) building from our knowledge of classroom
social dynamics it is possible for teachers to organize and manage the social ecology in ways that
foster positive social interactions, roles, and relations for students with disabilities while also
In addition, (Matthews, 2009) claims that while academic staff may not need as much
staff development as they think they do to accommodate demands for a more inclusive education
system, there is a need for clear, accessible and comprehensive information about their
responsibilities and the resources available for staff undertaking critical front line teaching,
The inclusive education is defined by (Maryland Coalition for Inclusive Education, 1988)
as the education of all students in age-appropriate in their neighborhood schools, with high-
quality instruction, interventions and supports so all students can be successful in the core
curriculum. Inclusive schools have a collaborative and respectful school culture where students
with disabilities are presumed to be competent, develop positive social relationships with peers,
and are fully participating members of the school community (Maryland Coalition for Inclusive
Education).
Likewise, the organization (Inclusion BC, 1955) defines Inclusive education as all
students attend and are welcomed by their neighborhood schools in age-appropriate, regular
classes and are supported to learn, contribute and participate in all aspects of the life of the
school. Also, it says that the Inclusive education is about how we develop and design our
schools, classrooms, programs and activities so that all students learn and participate together.
On the other hand, the inclusive education in Colombia according to (Jiménez, 2005) “is
regarded as an education that recognizes the particularities of the collective di-verses in the
classroom, and allows that the learning opportunities offered in the educational environment
seen as “a process of addressing and responding to the diversity of needs of all learners through
increasing participation in learning, cultures and communities, and reducing exclusion from
Actually, the Colombian legislations stated in the Decree N° 366 of 2009, pedagogical
support service for the inclusive education to students who have some disabilities in their
learning process. Moreover, it seeks to support teachers that have students with any disability
implementing and adapt the curriculum and the evaluation process according to the strategies
Also, with the convention on the rights of persons with disabilities (CRPD), the
Colombian state has transformed practices and regulations implementing and evaluating public
policies that include persons with disabilities and seek to protect and respect their human rights.
In addition, Colombia now has a National Disability and Social Inclusion Policy, adopted in
2013. This document is centered on the CRPD and promotes the social management of risk when
However, in the field of foreign languages in Colombia, (Mejía, 2011) refers to The
National Program of Bilingualism as a need for implementing language policies which allow the
inclusion of all the languages and cultures present in the country. Furthermore, de Mejia
suggested to find some possible directions for bilingual education programs to enhance the
recognition and valuing of linguistic and cultural diversity in our country (p.165).
On the other side, we also find some international policies in inclusive education. The
ONU emphasizes the need for an educational inclusive system intending to realize this right
without discrimination and on the basis of equal opportunity, States Parties shall ensure an
inclusive education system at all levels (Lawson, 2018). Also, the organization (UNICEF, 2007)
addresses the specific needs of children with severe and complex sensory impairments for access
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to specific supports to learning such as sign language, Braille and low vision aids. Other children
with disabilities may also need modifications to the curriculum, to styles of teaching and the
(Kalambouka, Farrell, Dyson, & Kaplan, 2007) cited by (Montaño & Vera, 2012)
Special learning conditions, communication conditions related to speech and language, hearing
impairments, which include some degrees of deafness, traumatic brain injuries (TBI), and
developmental disorders. Students with these kinds of special needs are likely to benefit from
additional educational services such as different approaches to teaching or the use of technology.
Students with physical or cognitive differences or disabilities require special attention in the
schools; this fact is known within the frame of inclusion as Special Educational Needs (SEN).
“Special needs” is a term used in clinical diagnosis and functional development to describe
individuals who require assistance for disabilities that may be medical, mental, or psychological.
Students who have these special educational needs require different strategies to learn and to
In contrast, (Plows, V. & Whitburn, 2017) states that the concept of special educational
needs is influenced by many factors, including the nature of the contexts in which the
understandings, values and experiences of the interpreter are developed (p. 14).
Finally, The Ministerio de Educación Nacional in the Decree N° 366 of 2009 points out
that one student is considered as a child with special needs when she/he has a deficit that affects
his/her academic performance in an educational environment and which has a clear disadvantage
Indeed, these perspectives of special educational needs open the possibility that students
with special needs may be able to achieve successful learning processes with the school, teachers
and parents’ help. In this regard, one of the most important things is the teachers’ role in their
classroom, the strategies they implement and the compromise they have to help children with
Teachers need to find many of teaching strategies to ensure that children with special
needs achieve productive learning. (Nind & Wearmouth, 2006) suggest that some pedagogical
However, a lack of clarity about meanings can make it difficult for teachers to know how
best to proceed in developing policies and practices that will encourage schools to be both highly
inclusive in their student intake whilst supporting the highest achievements from all their
With this in mind, the teacher reflection is an important thing that helps teachers to
understand and reflect about their pedagogical practices when they work with special educational
needs children as (Brigden, 2002) says: “ Reflection itself is a complex but vital skill which is
central both to our capacity to learn from experience and to apply that learning to our
professional practice.” So, this practice that mentions (Brigden, 2002) maybe helps me to reflect
on how my teaching decisions impact my special educational needs students’ learning and how
2.3 The English Language Classroom
According to (Haver, 2009) cited by (Montaño & Vera, 2012) there are important
teaching/learning process. These elements involve the physical appearance of the classroom, the
role of the teacher, the classroom materials, and the classroom environment in general. First,
(Haver, 2009)states that posters, pictures, diagrams, charts, etc. need to be displayed throughout
the classroom space. Thus, the classroom needs to be a place with enough space to develop
different didactic activities and it requires creating a pleasant environment in order to focus and
motivate all students. Second, she points out that the role of the teacher is fundamental; it is
necessary to have mutual respect between teacher and students, and among students; they need to
feel free to make mistakes without fear of being judged or ridiculed. Third, she mentions that a
good English classroom needs to have visual aids to be used in the teaching practice and a set of
didactic materials appropriate to the students' ages, such as magazines, pictures, flashcards,
puppets, books, and a collection of games, among others. Finally, she claims that "a successful
ESL classroom is one where students are happily immersed in English while participating in
Likewise, (Greenspan, S., Simons, R. & Wieder, 1998) cited by (Montaño & Vera, 2012)
point out that in order to have an appropriate classroom environment for inclusion, it is necessary
to follow three basic principles: First, it is necessary to meet each child at his own level of
development, foster that stage, and enable the child to move on to the next level; it is
fundamental to know every student´s situations, abilities and disabilities in order to respect
her/his learning process. Second, it is important to tailor the environment to each child's
strengths and weaknesses and help all children, with special needs or not, to build greater
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competency. Finally, it is very useful to interact with children in ways that help them to think
These interactions are fundamental to the relationship between teachers and students.
Moreover, in an English classroom is crucial that students feel free to learn by their own rhythm,
without pressure to finish or to achieve the learning goals. Children with special needs may go
step by step, I mean, they should build their learning process according to the capacity and the
3.0 Conclusion
The aspects mentioned through the document are really relevant because teachers have an
essential role in the classroom when they are teaching special educational needs children, well
one part of children’s success depends on teachers. (Ortiz, Amaya, Gallo, & Catañeda, 2016)
declares that in America Latina teachers have become reflecting on the education of children
with special needs, taking into account diversity. So, this represents the creation of an
educational system to be able to satisfy the needs of children with different kinds of disabilities.
In this regard, the adaptations in materials, curriculum, spaces and interactions are really
crucial when we are going to prepare a class for children with disabilities. (Early Intervantion
Technical Assistance, 1995) points out when including young children in typical early childhood
settings, some planning will be needed to make sure it is successful for everyone. While you may
not be able to predict every adaptation needed, work as a team with the family to plan for as
many of the necessary adaptations as possible. Develop your plan by reviewing a typical day and
identifying any potential times when adaptations might make an activity more successful.
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On the other hand, (Matthews, 2009) argues that a possible solution to avoid invisible
children in our classrooms could be raising education teachers‟ and their students‟ awareness of
the key ideas of the disabled peoples‟ movement, such as the social model of disability, may
To conclude, there are many elements, policies, strategies and curriculums that help
teachers to implement or to be creative using these things in their classrooms to ensure children
with special needs have a successful learning process during their scholarship. But essential tools
that have teachers are their passion, organization and their motivation to focus on the needs of
these students, involving them in all unimaginable learning processes where they do not feel
invisible anymore.
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