Caré Martínez, Ruth Esther2019-12-282019-09-242019-12-282019-09-242019-12-20https://repositorio.unicordoba.edu.co/handle/ucordoba/2466Children have the right to be educated regardless their abilities or disabilities, social status, religion and so forth. Unfortunately, over the years, people such as blind children have been excluded from society depriving them of their right of education (McCarthy & Shevlin, 2017). In the context of this study, few opportunities are given to blind students to improve the speaking skill. Moreover, I had a puzzle about teaching English to blind learners studying English in regular classrooms. Then, I need to understand how Differentiated instruction works within a regular lesson to promote oral interaction to blind students. Accordingly, this study aimed to explore teacher´s understanding of differentiated instruction for developing blind learners’ oral interaction. This exploratory practice study was carried out observing my own practice implementing differentiated instruction for teaching 3 blind students within a regular classroom from a public school in Monteria. Findings from this study evidenced that to ensure a coherent planning for all I must provide instruction that caters for all students. Besides, I must locate the challenges I faced in this process turning them into learning opportunities.1. INTRODUCTION ......................................................... 82. THEORETICAL FRAMEWORK ................................................ 112.1. Conceptual Framework .............................................. 112.1.1. Integration, segregation and inclusion ...................................... 112.1.2. Differentiated instruction. ......................................... 122.1.3. Blind learners ........................................................... 182.1.4. Adaptations ........................................................ 202.2. Literature Review ...................................................... 223. METHODOLOGY ............................................................. .273.1. Type of research ................................................................ 273.2. Context and participants ....................................... 283.3. Data collection Procedures ............................................... 293.4. Data Analysis ................................................................ 304. FINDINGS. ................................................................... 324.1. Providing instruction that caters for all students .................. 324.1.1. Modelling lessons for demonstrating tasks ............................ 394.1.2. Use of Spanish……………………………………………………..424.1.3. Pre-assessment………………………………………………………………………..444.1.4. Planning for all ………………………………………………………………………464.2. Identifying challenges and overcoming difficulties ...................... 485. DISCUSSION ................................................................. 516. CONCLUSIONS ........................................................................ 557. REFERENCES ......................................................... 578. APPENDIXES ........................................................................................................... 628.1. Appendix 1 –Journal lesson 2…………………………………………………………...628.2. Appendix 2 – Journal lesson 1 ................................................. 648.3. Appendix 3 – Pictures cooperative work ............................................ 668.4. Appendix 4 – second differentiated lesson ....................................... 67Application/pdfspaCopyright Universidad de Córdoba, 2020Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)Instrucción diferenciadaEstudiantes ciegosInclusiónPráctica docenteDifferentiated instructionBlind learnersInclusionTeaching practice