Hard-of-Hearing Individuals' Narratives of Inclusion and Exclusion of Their Schooled EFL Learning

Autor/inn/en	Castillo, Rigoberto; Flórez-Martelo, Laura-Stefany
Titel	Hard-of-Hearing Individuals' Narratives of Inclusion and Exclusion of Their Schooled EFL Learning
Quelle	In: HOW, 27 (2020) 2, S.31-50 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Castillo, Rigoberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0120-5927
Schlagwörter	Hearing Impairments; Student Attitudes; Inclusion; English (Second Language); Second Language Instruction; Special Needs Students; Student Experience; Social Isolation; Interpersonal Relationship; Assistive Technology; Elementary Secondary Education; Teaching Methods; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Hearing impairment; Hörbehinderung; Schülerverhalten; Inklusion; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Sonderpädagogischer Förderbedarf; Studienerfahrung; Soziale Isolation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kolumbien
Abstract	This paper deals with research on inclusion concentrating on the pedagogical implications derived from a qualitative case study that looked into three hard-of-hearing (HHs) students' perspectives and retrospectives on their schooled EFL learning. Data came from narratives gathered in autobiographical writings and interviews. Although there is a good body of literature on pedagogy in terms of strategies for dealing with HHs, few works have counted on the student's perspectives. The authors' insights, one of them being hard-of-hearing, call for truly inclusive policies and practices that address the categories developed in this case study, namely: (1) deafness separates HHs from people; (2) hearing aids are not like glasses; and (3) an exemption is not inclusion. The authors feel that the recommendations made are valid for learners with or without disabilities. (As Provided).
Anmerkungen	ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01