top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 27 July 2024

Students’ Specific Needs Frequently Presented in English Language Class in Ecuador: Attention Deficit Hyperactivity Disorder and Hearing Disability

Wendy Nayely Ponce Ponce, Jean Pierre Pineda Reyna, Jhonny Villafuerte-Holguin

Universidad Laica Eloy Alfaro de Manabí

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.07.03.593

Pages: 27-37

Keywords: Learning Difficulties, Disabilities, School Integration, Educational Needs

Abstract

Foreign language instructors around the world require the support of pedagogical experts to find strategies to improve idiomatic practice of students having specific conditions. This work aims to provide educational communities with an analysis of the information on the most frequent specific conditions observed in the English as a foreign language class in the Manta Canton. Ecuador. It uses the socio-critical approach and Hermeneutics to review 65 scientific articles published in the period 2000 - 2024 in the Scopus, Web of Science, Scielo, and Latindex databases. The research focuses on the most frequent conditions of students observed in the local context (1) attention deficit hyperactivity disorder and (2) hearing disability. The systematic review delves into the following constructs (a) Origin and current situation of Inclusive Education in Ecuador, (b) Hearing disability, and (c) attention deficit hyperactivity disorder. Furthermore, the authors present strategies that achieved relevant results in teaching the English language internationally and replicable in Ecuador. It concluded that inclusive education requires educational research to generate information that guides teachers to improve their inclusive educational practice in Latin America.

References

  1. Acosta, A., & Arráez, T. (2014). Attitude of the teacher of Initial and Primary Education before the school incorporation of people with motor disabilities. Revista de Investigación, 38(83), 136-137. Retrieved from http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S1010-29142014000300008&lang=es (23/9/2023).

  2. Atar, C., Aslan Bagci, Ö., & Bagci, H. (2021). Deaf individuals and English language teaching. The Turkish Online Journal of Educational Technology, 20(4), 23–28. Retrieved from http://files.eric.ed.gov/fulltext/EJ1313461.pdf \  (23/9/2023).

  3. Birinci,F. G., & Sarıçoban, A. (2021). The effectiveness of visual materials in teaching vocabulary to deaf students of EFL. Journal of Language and Linguistic Studies, 17(1), 628-645. Doi: 10.52462/jlls.43

  4. Bravo Loor, S., Bernarás Iturrioz, E., Garaigordobil Landazabal, M., & Villafuerte Holguín, J. (2021). The situation of educational inclusion and school integration of adolescents with motor disabilities in Manabí, Ecuador. Revista San Gregorio, 1(45), 1-20. Doi:https://doi.org/10.36097/rsan.v0i45.1462

  5. Carmona Muñoz, X. J., & Zuluaga Quintero, G. P. (2013). English language instruction for children with educational and participation barriers. Retrieved from: dehttps://repository.upb.edu.co/bitstream/handle/20.500.11912/2270/ENSE%C3%91ANZA%20DEL%20INGL%C3%89S%20PARA%20NI%C3%91OS%20CON%20BARRERAS%20EDUCATIVAS%20Y%20DE.pdf?sequence=1 (23/7/2024)

  6. Castro Villalobos, S., Casar Espino, L., & Garcia Martinez , A. (2018). Reflections on Techonology-Supported Inclusive English Language Teaching. (29). 1-20. Retrieved from https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&ved=0CAIQw7AJahcKEwiwr9G9kbOBAxUAAAAAHQAAAAAQBg&url=http%3A%2F%2Fscielo.sld.cu%2Fpdf%2Frces%2Fv38n1%2F0257-4314-rces-38-01-e12.pdf&psig=AOvVaw2n-aCg5PSBeTxuDelhaNyq&ust=1695091390788846&opi=89. (21/7/2024).

  7. CDC, C. N. (9 de agosto de 2022). ADHD in the classroom: How to help children succeed in school. Retrieved from Doi:https://www.cdc.gov/ncbddd/spanish/adhd/adhd-in-the-classroom.html. (21/7/2024)

  8. Cimermanová, I. (2017). English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties. Journal of Language and Cultural Education, 5(1). Doi:10.1515/jolace-2017-0002

  9. Clares Almagro, M. D. (2013). ADHD and English learning at school: A methodological proposal. Universidad Internacional de la Roja. Retrieved from: Obtenido de https://reunir.unir.net/bitstream/handle/123456789/1777/2013_02_04_TFM_ESTUDIO_DEL_TRABAJO.pdf?sequence=1&isAllowed=y (12/7/2024)

  10. Charitaki, G., Kourti, I., Gregory, J. L., & et al. (2022). Teachers’ Attitudes Towards Inclusive Education: a Cross-National Exploration. Trends in Psychology. Advance online publication. https://doi.org/10.1007/s43076-022-00240-0

  11. Clavijo Castillo, R., & Bautista-Cerro, M. J. (2020). Inclusive education. Analysis and reflections in Ecuadorian Higher Education. Alteridad. Revista de Educación, 15(1). Doi:https://doi.org/10.17163/alt.v15n1.2020.09

  12. Cohen BE, Durstenfeld A, Roehm P.C. (2014). Viral Causes of Hearing Loss: A Review for Hearing Health Professionals. Trends in Hearing, 18. Doi:10.1177/2331216514541361

  13. Delgado, N. (2013). The Unheard Needs of the Deaf in Ecuador. Washington Research Library Consortium. Retrieved from file:///C:/Users/Usuario/Downloads/PDF.pdf (29. Feb. 2024).

  14. Ding, T., Yan, A., & Liu, K. (2019). What is noise-induced hearing loss? British Journal of Hospital Medicine, 80(9), 525–529. https://doi.org/10.12968/hmed.2019.80.9.525

  15. Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north. Language teaching, 35(1). Doi:https://doi.org/10.1017/S0261444801001720

  16. Gregory, J. L., & Noto, L. A. (2012, November 9). Technical Manual for Attitudes Towards Teaching All Students (ATTAS-mm) Instrument (Record No. ED537530) [Abstract] Retrieved from:https://eric.ed.gov/?id=ED537530 (29. Feb. 2024).

  17. Gutierrez Romero, L. S. (2022). Inclusive proposal to promote english language learning. Retrieved from:https://repository.javeriana.edu.co/bitstream/handle/10554/61367/PROPUESTA%20INCLUSIVA%20PARA%20FAVORECER%20EL%20APRENDIZAJE%20DE%20INGL%C3%89S%20DE%20UN%20ADOLESCENTE%20CON%20TDAH%20-%20LAURA%20SOFIA%20GUTIERREZ.pdf?sequence=1(17.7/2024)

  18. Gurgel, R. K., Ward, P. D., Schwartz, S., Norton, M. C., Foster, N. L., & Tschanz, J. T. (2014). Relationship of Hearing Loss and Dementia: A Prospective, Population-Based Study. Otology & Neurotology, 35(5), 775-781. Doi:10.1097/MAO.0000000000000313

  19. Haile, L. M., et al. (2021). Hearing loss prevalence and years lived with disability, 1990–2019: Findings from the global burden of disease study 2019. The Lancet, 397(10278), 996–1009. Doi:10.1016/s0140-6736(21)00516-x.

  20. Hayes, A., & Bulat, J. (2017). Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. Research Triangle Park (NC): RTI Press. Doi:doi: 10.3768/etipress.2017.op.0043.1707

  21. Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206-217.DOI: https://doi.org/10.1080/15017419.2016.1224778

  22. Hernández Mitjans, D., Valdés Valdés, I., & Vázquez Campo, J. (2020). Technological tool to support the formation of skills in students with intellectual disabilities. Mendive. Revista de Educación, 18(3). Retrieved from: http://scielo.sld.cu/scielo.php?pid=S1815-76962020000300528&script=sci_arttext (11/7/2024)

  23. Hernández Pico , P., & Samada Grasst , Y. (2021). Inclusive education from the educational legal framework in Ecuador. Revista de Ciencias Humanísticas y Sociales, 6(3). Doi:https://doi.org/10.5281/zenodo.5512949

  24. Humphries, T. (2013). Schooling in American Sign Language: A paradigm shift from a deficit model to a bilingual model in deaf education. Berkeley Review of Education, 4(1). http://dx.doi.org/10.5070/B84110031

  25. Joseph, B &Nadol, J. B. (1993). Hearing loss. New England Journal of Medicine, 329(15), 1092–1102. https://doi.org/10.1056/nejm199310073291507

  26. Jung, D. & Bhattacharyya, N. (2012). Association of Hearing Loss with Decreased Employment and Income among Adults in the United States. Annals of Otology, Rhinology & Laryngology. 121(12):771-775. Doi:10.1177/000348941212101201

  27. Kast, J., & Schwab, S. (2023). Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction. International Journal of Inclusive Education, 27(2). doi:https://doi.org/10.1080/13603116.2020.1837267

  28. Kessler, E., & Schneider, M. (2022). IEP Planning: Accommodations & Modifications. Retrieved from:https://www.smartkidswithld.org/getting-help/the-abcs-of-ieps/iep-planning-accommodations-modifications/ (11/7/2024)

  29. Krischler, M., Powell, J. J. W., & Pit-Ten Cate, I. M. (2019). What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education. European Journal of Special Needs Education, 34(5), 632-648. https://doi.org/10.1080/08856257.2019.1580837

  30. Larissa Rodrigues, R., & Beckmann Menezes, A. (2019). Educational Inclusion and Social Interaction: A Literature Review. Trends in Psychology, 27(2). Doi:https://www.scielo.br/j/tpsy/a/jwGLdJwMLZgKjQNK9MwKN3d/?lang=en

  31. Lin, F. R., Thorpe, R., Gordon-Salant, S., Ferrucci, L. (2011). Hearing Loss Prevalence and Risk Factors Among Older Adults in the United States. The Journals of Gerontology: Series A, 66A(5), 582-590. https://doi.org/10.1093/gerona/glr002

  32. Lintangsari, A. P., & Emaliana, I. (2020). Inclusive Education Services for the Blind: Values, Roles, and Challenges of University EFL Teachers. International Journal of Evaluation and Research in Education.Retrieved from: https://files.eric.ed.gov/fulltext/EJ1256130.pdf (11/7/2024)

  33. Lo, L. (2022). Free Assistive Tech Tools That Support Academic Success. Retrieved from https://www.edutopia.org/article/free-assistive-tech-tools-support-academic-success/ (12/7/2024)

  34. Lorente, L. M. L., Arrabal, A. A., & Pulido-Montes, C. (2020). The Right to Education and ICT during COVID-19: An International Perspective. Sustainability, 12(21), 9091. https://doi.org/10.3390/su12219091

  35. Martyushev, N., Shutaleva, A., Malushko, E., Nikonova, Z., & Savchenko, I. (2021). Online Communication Tools in Teaching Foreign Languages for Education Sustainability, 13(19). 1-20. Doi: https://doi.org/10.3390/su131911127

  36. Moro Ramos, S. (2021). Educational Intervention Strategies in the English Language Classroom for Students With. Educare Electronic Journal. Retrieved from:https://www.scielo.sa.cr/scielo.php?pid=S1409-42582021000300357&script=sci_abstract (11.0272024)

  37. Mohr, P., Feldman, J., Dunbar, J., McConkey-Robbins, A., Niparko, J., Rittenhouse, R., & Skinner, M. (2000). The societal costs of severe to profound hearing loss in the United States. International Journal of Technology Assessment in Health Care, 16(04), 1120-1135. doi:10.1017/S0266462300103162

  38. Neese, B. (2023). 15 Assistive Technology Tools & Resources For Students With Disabilities. Retrieved from: https://www.teachthought.com/technology/assistive-technology/ (2/2/2024)

  39. Nguyen, H. T. (2012). General education and special education teachers collaborate to support English language learners with learning disabilities. Issues in Teacher Education, 21(1), 1-20. https://files.eric.ed.gov/fulltext/EJ986820.pdf

  40. Paneque, O., & Barbetta, P. (2006). A Study of Teacher Efficacy of Special Education Teachers of English Language Learners with Disabilities. Bilingual Research Journal, 30(1). doi:https://doi.org/10.1080/15235882.2006.10162871

  41. Pizarro Chacón, G., & Cordero Badilla, D. (2015). Teaching English as a second language to university students with disabilities and special educational needs: an academic challenge. Repertorio americano. Retrieved from:file:///C:/Users/COMPUTEACH/Downloads/9400-Texto%20del%20art%C3%ADculo-29784-1-10-20170604.pdf (11/2/2024)

  42. Portnuff, C. D. F. (2016). Reducing the risk of music-induced hearing loss from overuse of portable listening devices: Understanding the problems and establishing strategies for improving awareness in adolescents. Adolescent Health, Medicine and Therapeutics, 7, 27-35. Doi:10.2147/AHMT.S74103

  43. Powell, D. S., Oh, E. S., Reed, N. S., Lin, F. R., & Deal, J. A. (2022). Hearing loss and cognition: What we know and where we need to go.Frontiers in Aging Neuroscience, 13, 1-17. https://doi.org/10.3389/fnagi.2021.769405

  44. Rawool, V. W., & Colligon-Wayne, L. A. (2008). Auditory lifestyles and beliefs related to hearing loss among college students in the USA. Noise Health, 10(1), 1-10. Retrieved from: https://www.noiseandhealth.org/text.asp?2008/10/38/1/39002 (11/7/2024)

  45. Santiesteban Santos, I., Barba Ayala, J. V., & Fernández Álvarez, D. (2017). Inclusion of students with special educational needs at universidad técnica del norte del Ecuador, 9(3), 1-20. Retrieved from: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2218-36202017000300025&lang=es (17/7/2024)

  46. Vargas Castro, K., Rojas-Ceballos, V. C., Saona-Lozano, R. V., & Pinos-Medrano, V. F. (2024). Analysis of factors influencing inclusive education in Ecuador . Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(1), 61–73. https://doi.org/10.6018/reifop.58082

  47. Flores Jaramillo, E., Flores Fiallos, S. L., & Flores Fiallos, A. L. (2024). Inclusive education, a look at the legal framework in Ecuador. LATAM Revista Latinoamericana De Ciencias Sociales Y Humanidades, 5(2), 1085 – 1093. https://doi.org/10.56712/latam.v5i2.1936

  48. Schuelka, M. (2018). Implementing inclusive education. Retrieved from: de https://assets.publishing.service.gov.uk/media/5c6eb77340f0b647b214c599/374_Implementing_Inclusive_Education.pdf (11/02/2024).

  49. Tanner, C. K., Linscott, D. J. V., & Galis, S. A. (1996). Inclusive Education in the United States. Education Policy Analysis Archives, 4, 19. https://doi.org/10.14507/epaa.v4n19.1996

  50. Taylor, S. J., & Bogdan, R. (2020). Introduction to qualitative research methods. Retrieved from: https://pics.unison.mx/maestria/wp-content/uploads/2020/05/Introduccion-a-Los-Metodos-Cualitativos-de-Investigacion-Taylor-S-J-Bogdan-R.pdf (12/7/2024)

  51. UNESCO. (2005). Guidelines for inclusion: ensuring access to education for all. Pp.13 & 15 (Code: ED.2004/WS/39). Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000140224.locale=es (12/7/2024)

  52. UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO. Retrieved from: link: https://www.european-agency.org/sites/default/files/salamanca-statement-and-framework.pdf (12/7/2024).

  53. Universe, M. (2023). ADHD and language learning: techniques and tips for teachers and students. Retrieved from:https://spanishlanglovers.com/2023/08/11/tdah-y-aprendizaje-de-idiomas-tecnicas-y-consejos-para-profesores-y-alumnos (12/7/2024).

  54. Vélez Calvo, X. (2017). Analysis of educational inclusion through indicators of prevalence of learning difficulties, teacher attitudes and accessibility conditions in the centers of the city of Cuenca (Ecuador). Retrieved from: https://dialnet.unirioja.es/servlet/tesis?codigo=129840 (11/7/2024).

  55. Jiménez, A. S., Quinto, N. M. M., Yambo, M. L. C., & Méndez, K. V. (2024). Educational Inclusion of Students with Disabilities in Ecuadorian Public Schools. Ciencia Latina Revista Científica Multidisciplinar, 8(2), 2954-2971.

  56. Sánchez Alquinga, C. E. (2024). The educational inclusion of students with attention deficit hyperactivity disorder (ADHD), a case study in the second year of basic general education (Bachelor's thesis).

  57. De Ycaza Feraud, I. (2024). The classroom: an inclusive place of learning for all (Master's thesis, Casa Grande University, Graduate Department). Retrieved from: http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/4739 (12/2/2024)

  58. Villao Villacrés, F., & Pérez Mato, D. (2015). Current situation of the English language teaching and learning process for hearing impaired persons . Yachana Revista Científica, 4. 1-20. Doi:https://doi.org/10.1234/ych.v0i0.84

  59. Viskari, K. (2005). Foreign language learning disabilities: Theoretical and practical tools for English teachers in Finnish upper secondary schools. Retrieved from:https://jyx.jyu.fi/bitstream/handle/123456789/7414/1/URN_NBN_fi_jyu-2005164.pdf (12.7/2024)

  60. Wamae, G. M., & Kang’ethe-Kamau, R. W. (2004). The concept of inclusive education: teacher training and acquisition of English language in the hearing impaired. British Journal of Special Education, 31(1). Doi:https://doi.org/10.1111/j.0952-3383.2004.00324.x

  61. Walker, E. A., Sapp, C., Dallapiazza, M., Spratford, M., McCreery, R. W., & Oleson, J. J. (2020). Language and reading outcomes in fourth-grade children with mild hearing loss compared to age-matched hearing peers. Language, Speech, and Hearing Services in Schools, 51(1), 17–28. https://doi.org/10.1044/2019_lshss-ochl-19-0015

  62. Wilson, T., & Hyde, M. (1997). The Use of Signed English Pictures to Facilitate Reading Comprehension by Deaf Students. American Annals of the Deaf, 142(4), 333–341. Retrieved from:http://www.jstor.org/stable/44392583 (1/2/2024)

  63. Young, G., & MacCormack, J. (2014). Assistive Technology for Students with Learning Disabilities. Retrieved from: https://www.ldatschool.ca/assistive-technology/ (1/3/2024).

  64. Suryanti, Y., Sofyan, D., Rahmah, M., & Dahlia, U. (2023). Teacher’s strategy in teaching vocabulary to deaf or hard-of-hearing students. JHSS Journal of humanities and social studies, 7 (1), 012–014. https://doi.org/10.33751/jhss.v7i1.6825

  65. Stephanie W. Cawthon, Teaching Strategies in Inclusive Classrooms With Deaf Students, The Journal of Deaf Studies and Deaf Education, 6(3), 212–225, https://doi.org/10.1093/deafed/6.3.212

  66. Soudy, N., Teves, E. A., Dias, M. B., Pessoa, S., & Dias, M. (2015). A needs assessment study of the educational technology needs of English literacy students and teachers in Qatar and the U.S.Retrieved from: https://www.semanticscholar.org/paper/106ec07ee23db67f62d15be25ba7849d91de2f27 (12/11/2023)

  67. Smith, A. M. (s/f). Inclusion in English language teacher training and education. Eltwell.com. Retrieved from: http://eltwell.com/wp-content/uploads/2015/08/Inclusion-In-English-Language-Teacher-Training-and-Education.pdf (22/7/2024).

bottom of page