Necesidades educativas especiales y el proceso de enseñanza-aprendizaje del idioma inglés.

Abstract

The present research aims to analyze the attention directed to the Special Educational Needs in the teaching-learning process of English, in particular to the student with hearing disability. Therefore, a qualitative approach was used, involving in the selection of the purposive sample, an English teacher and a 20-year-old student with 32% hearing disability from Eloy Alfaro University, located in Chone, Manabi. Data were collected through a semi-structured interview with an English teacher and classroom observations focused on the hearing disability student. The results show that the teacher employs adapted pedagogical strategies, such as visual aids, slow speech, sign language, and a focus on reading and writing skills, to support the student’s teaching-learning process. In addition, curricular adaptations, such as the use of written materials and ensuring clear communication, were found to be necessary to foster inclusion in the classroom. The research also emphasizes the importance of adapting teaching methods and resources to meet the needs of students with hearing disabilities to ensure their full participation and academic development in English language learning.