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Creation and adaptation of materials to promote inclusion in EFL classrooms

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dc.contributor.advisorPacheco Machado, Leonardospa
dc.contributor.authorSáez Caraballo, Clara Andrea
dc.date.accessioned2023-02-17T13:49:53Z
dc.date.available2024-02-16
dc.date.available2023-02-17T13:49:53Z
dc.date.issued2023-02-16
dc.description.abstractInclusive education in Colombia is everyone’s right, not a privilege, and is surrounded by many implications and concepts which have been studied for a long time, for many years researchers have investigated this topic which seems to be very difficult to apply in English classrooms, however, there is something very important to consider when creating inclusive classrooms, and that is the materials used. This study explored how teachers design and adapt materials in EFL classrooms taking into account inclusive discursive practices to meet the necessities of SEN students, it also considered teachers perceptions when designing and adapting these materials and their choices to create so, considering inclusive discursive practices, the research involved two English teachers from a private school in Monteria, Cordoba results from semi-structured interviews, questionnaires and lesson planner review revealed three relevant aspect to consider at the moment of design and adapt material for inclusive classrooms the first one is recognize the special needs of students, the second is that teachers take into account their likes and abilities finally English teachers consider that learning style of each individual, beside this study unveiled two biggest perceptions teachers have when creating and adapting these materials: anxiety and satisfaction both comes into two different moments when creating and adapting materials, teachers said that there is anxiety when they have to start creating the material since some concerns come to their minds in terms of objectives, instructions, appropriation of the material, after the material was applied teachers feel satisfied since they consider the objectives planned were achieved, regarding teachers choices results showed when designing and adapting materials teachers consider that the most important aspect is the interests of the students, finally regarding inclusive discursive practices, results revealed that teachers do not have a deep knowledge of this subject, as they only relate it to speech, without taking into consideration important aspects such as: context, culture, adaptation of people's needs to express and act themselves in the real world.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Educaciónspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontentsAcknowledgments....................................................9spa
dc.description.tableofcontentsIntroduction...................................................................10spa
dc.description.tableofcontentsTheoretical Framework...........................................17spa
dc.description.tableofcontentsConceptual Framework................................................................18spa
dc.description.tableofcontentsInclusive Education.....................................................18spa
dc.description.tableofcontentsSpecial Educational Needs (SEN)................................20spa
dc.description.tableofcontentsDifferentiated Instruction...............................................24spa
dc.description.tableofcontentsDifferentiated Instruction in the EFL Classroom........................................26spa
dc.description.tableofcontentsEFL Material Design......................................27spa
dc.description.tableofcontentsInclusive Discourse..........................30spa
dc.description.tableofcontentsThe disability Discourse.........................................30spa
dc.description.tableofcontentsThe Special Education Discourse......................................................31spa
dc.description.tableofcontentsThe inclusive or social discourse.................................................31spa
dc.description.tableofcontentsDiscursive Practices..............................................32spa
dc.description.tableofcontentsInclusive discursive Practices..............................................34spa
dc.description.tableofcontentsLiterature Review............................................................38spa
dc.description.tableofcontentsMethods..........................................51spa
dc.description.tableofcontentsResearch approach and design...................................................51spa
dc.description.tableofcontentsParticipants and Context..................................................53spa
dc.description.tableofcontentsEthics Implications...................................................55spa
dc.description.tableofcontentsData Collection............................................................55spa
dc.description.tableofcontentsData Analysis................................................59spa
dc.description.tableofcontentsFindings............................................61spa
dc.description.tableofcontentsInterests and Abilities of SEN Students.............................................65spa
dc.description.tableofcontentsLearning Style of SEN....................................67spa
dc.description.tableofcontentsDiscussion............................................................80spa
dc.description.tableofcontentsConclusion..........................................83spa
dc.description.tableofcontentsReferences.................................................84spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7123
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programMaestría en Educaciónspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/closedAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsInclusioneng
dc.subject.keywordsInclusive educationeng
dc.subject.keywordsMaterial designeng
dc.subject.keywordsInclusive discursive practiceseng
dc.subject.proposalInclusiónspa
dc.subject.proposalEducación inclusivaspa
dc.subject.proposalDiseño de materialspa
dc.subject.proposalPracticas inclusivas discursivasspa
dc.titleCreation and adaptation of materials to promote inclusion in EFL classroomsspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.contentTextspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TMspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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