Guide to Systematizing Support for Students with Disabilities in Postsecondary EFL

Davey Young

doi:10.5294/laclil.2020.13.1.2

Autores/as

Davey Young Autor/a Rikkyo University http://orcid.org/0000-0002-8837-0924

DOI:

https://doi.org/10.5294/laclil.2020.13.1.2

Palabras clave:

Estudiantes con dificultades, dificultad en el aprendizaje, inglés como lengua extranjera, prácticas integradoras, educación integradora, enseñanza superior, administración de un programa de lenguaje

Resumen

Guía para sistematizar el apoyo a estudiantes con dificultades en EFL postsecundaria

Guia para sistematizar o apoio a estudantes com dificuldades em EFL no ensino superior

A pesar de la presencia omnipresente de estudiantes con dificultades matriculados en institutos de educación superior en todo el mundo, los programas de EFL a menudo no cuentan con los equipos necesarios para brindarles instrucción inclusiva y servicios de discapacidad adecuados y efectivos. Dada la incertidumbre general entre los profesionales de EFL sobre cómo proporcionar dichos servicios e instrucción, y teniendo en cuenta que los entornos de aprendizaje de EFL postsecundarios pueden diferir considerablemente de un contexto a otro, puede resultar útil para los líderes de programas de idiomas el crear sistemas de apoyo específicos de contexto para los estudiantes con dificultades inscritos en sus cursos. Este artículo ofrece a un conjunto de pautas prácticas para establecer una política y procedimiento institucional o departamental para garantizar la continuidad de los servicios a los estudiantes con dificultades en contextos donde dichas medidas todavía no existen, como es el caso en muchos entornos de aprendizaje de EFL postsecundarios a nivel mundial. Estas pautas se presentan como un conjunto de ocho pasos en una secuencia sugerida de ejecución: identificar las políticas existentes o crear nuevas, identificar y determinar la disponibilidad de recursos, identificar y eliminar barreras en el entorno de aprendizaje, asignar roles y responsabilidades claros para el liderazgo, crear un marco para la prestación de servicios, incluir disposiciones para la evaluación posterior a la implementación, ofrecer oportunidades para el crecimiento profesional y la creación de experiencia y compartir las mejores prácticas con profesionales en otros contextos.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

Young, D. (2020). Guide to systematizing support for students with disabilities in postsecondary EFL. Latin American Journal of Content & Language Integrated Learning, 13(1), 26-42. https://doi.org/10.5294/laclil.2020.13.1.2

Received: 29/09/2019

Accepted: 18/02/2020

Published: 28/08/2020

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Biografía del autor/a

Davey Young, Rikkyo University

Program Manager, Center for English Discussion Class

Citas

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