Teacher empowerment to use curricular adaptations for students with visual disabilities

Abstract

The elements that are identified as regularities in the systematization of the documents and authors consulted, as well as the results of the instruments applied in the initial diagnosis, allowed the elaboration and foundation of a System of workshops that will contribute to the empowerment of teachers for the use of Curricular adaptations to the English Program for students with visual disabilities at the University of Guayaquil, as one of the challenges of Ecuadorian educational inclusion. This is a descriptive study in which the mixed method and quasi-experimental design were used. For this study, a group of teachers from the English Program, students with visual disabilities, support teachers from the language management department and the General Manager of the English Program of the University of Guayaquil were considered. An observation guide, surveys and interviews were used as data collection instruments. The results were analyzed through a triangulation that allowed confirming the effectiveness of the proposal for the attention of university students with visual disabilities.