Hard-of-Hearing Individuals' Narratives of Inclusion and Exclusion of Their Schooled EFL Learning

ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how

Y

20

Hearing Impairments; Student Attitudes; Inclusion; English (Second Language); Second Language Instruction; Special Needs Students; Student Experience; Social Isolation; Interpersonal Relationship; Assistive Technology; Elementary Secondary Education; Teaching Methods; Foreign Countries

0120-5927

This paper deals with research on inclusion concentrating on the pedagogical implications derived from a qualitative case study that looked into three hard-of-hearing (HHs) students' perspectives and retrospectives on their schooled EFL learning. Data came from narratives gathered in autobiographical writings and interviews. Although there is a good body of literature on pedagogy in terms of strategies for dealing with HHs, few works have counted on the student's perspectives. The authors' insights, one of them being hard-of-hearing, call for truly inclusive policies and practices that address the categories developed in this case study, namely: (1) deafness separates HHs from people; (2) hearing aids are not like glasses; and (3) an exemption is not inclusion. The authors feel that the recommendations made are valid for learners with or without disabilities.

As Provided

2020

EJ1268222