Juárez García, LeonorMota Conde, Jose Uriel2021-03-032021-03-032018-03https://hdl.handle.net/20.500.12371/11441“In English Language Teaching teachers may be prepared for most of the situations faced inside a classroom. However, there are just a few teachers who are really prepared for teaching students with special needs; it is the case of teaching English to visually impaired students. This study explores some problems of inclusion and how a teacher manages teaching English taking into account all the features of a visually impaired student, in order to facilitate teaching for both teacher and students. This investigation intends to help English teachers to include visually impaired students in an English class. This is a qualitative case study combined with a brief action research approach. This research utilizes a questionnaire, an interview and a classroom observation format as instruments for obtaining the data. Furthermore, this case study combines the exploration of a case with a brief proposal for improvement. Findings show that there are diverse modes of teaching English to a visually impaired student, including materials, techniques and strategies. A visually impaired students´ experiences learning are illustrated. Finally, some suggestions are proposed based on the teachers´ experiences and the student´s perceptions and the results of the action research are described”.pdfengHUMANIDADES Y CIENCIAS DE LA CONDUCTAEducación especial--Estudio de casosNiños con discapacidad visualInglés--Estudio y enseñanza--Auxiliares audiovisualesInglés--Estudio y enseñanza--Hablantes extranjeros--MétodosEstrategias de aprendizajeEducación inclusivaTesis de licenciaturaopenAccess