Browsing by Author "Espinosa Rodríguez, Doménica Sarahí"

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    Inclusive education and english as a foreign language
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2024-07-01) Espinosa Rodríguez, Doménica Sarahí; Vera de la Torre, Ana Jazmina
    The current study analyzed students’ perspectives on Inclusive Education and English as a Foreign Language. A total of 71 university students (27 males and 44 females) participated in a descriptive, non-experimental investigation. Data was collected through a survey with 24 items on a Likert scale. The survey was validated by Cronbach's alpha coefficient (0.946), Aiken’s validation, and 5 English experts’ validation. On the other hand, the research was based on three research questions derived from the specific objectives. Given that the primary objective was to analyze students' perspectives, the results revealed their appreciation for the university's efforts in promoting inclusive education through socialization initiatives. Most students were pleased with the professors' teaching strategies and guidelines to promote inclusive education in the English classroom. However, the vital importance of having and supporting shadow teachers was highlighted. Additionally, the study pointed out the curricular adaptations made in the English teaching process, such as the use of different resources and materials and greater flexibility in delivery deadlines. Nevertheless, the need for improvement in information dissemination and awareness of guidelines and programs related to special needs was identified. It was also advised to implement further improvements in teacher training, infrastructure, and feedback systems. Overall, the analysis provided data that can be used to develop strategies and policies to enhance inclusive education practices within the degree program.