Dynamic EFL teaching practices for students with visual impairment
Main Article Content
Keywords
Didactic practices, Visual impaired students, EFL Context
Abstract
This paper addresses a review of studies and research projects related to the teaching of English as a foreign language (EFL) to visually impaired students. The studies embody a variety of topics such as the challenges faced by visually impaired students, the use of assistive technology, and the need for inclusive education in higher education. The document emphasizes the importance of adequate training for teachers and the use of specialized resources to support students with visual difficulties. It also discusses the principles of didactics and the integration of technology in the classroom as a didactic practice. The article provides insights into effective teaching practices for visually impaired students and offers recommendations for future research and teacher training. The study highlights the need for proper teacher training and constant support for visually impaired students.
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July Viviana Castro, Free University of Colombia, Colombia
Master in Education with emphasis on English Foreign Didactics, Universidad Libre de Colombia, Graduate in English Foreign Language from the Minuto de Dios University Corporation.
Carlos Enrique Carrillo Cruz, Free University of Colombia, Colombia
Director of the Universidad Libre Research Center, PhD in Education, occasional professor at the National University of Colombia, junior categorized researcher professor Minciencias