Teacher’s concern Students’ needs Universities’ programs

To describe the impact of significant curricular accommodation in a deaf student at Liceo Académico San Carlos in order to learn English a foreign language.

To describe the concept and the characteristics of the curricular accommodations.

To evaluate the writing and reading strategies teachers use in English classes with deaf students.

To identify the deaf student general characteristics, skills and proficiency learning a foreign language.

To propose a method to teach English as a Fireign Language for a mute deaf student.

Teacher’s curricular accommodations literacy. Writing and reading strategies for teaching English to a

deaf student. A deaf student proficiency in a foreign language. Deaf teaching methodologies in the English classroom.

Location Foundation Population General Information

Teaching English in Costa Rica Curricular Accommodations Deafness

Descriptive: Information collected without manipulating it.

Study case methodologies considering:

Qualitative approach: analyzing, and interpreting data

by observing what people do and say.

Quantitative approach: counts and measures of things

One deaf student from Liceo Académico San Carlos.

The deaf student. His parents His teachers His classmates

Books Magazines Printed Material Internet information

Observation Interview Questionnaire

Not all of the teachers have received preparation about curricular accommodations.

The most common way that teachers are using is bringing printed material to the student.

It is very difficult for a deaf student to communicate with a person who does not know to speak LESCO.

To look for the most suitable curricular accommodation for the student’

To design the most accurate writting and reading strategies in order to teach complete structures.

To apply a diagnostic to the student in order to identify the student’s needs, skills, weaknesses, and behavior.

General Objective

Develop a range of activities suitable to teach English as a foreign Language for a deaf student with significant curricular accommodation.

To find the best worksheets to use with deaf students to teach English as a foreign language.

To adapt some activities to use in the English class while teaching a deaf student with a significant accommodation.

  To design strategies to communicate with a deaf student without

knowing LESCO.

Do observations to identify the factors that affect the learning process of a foreign language for a deaf student.

To create a workshop for English teachers based on curricular accommodations and communication with deaf students.

The first thing to do for the proposal is to make a diagnosis, planning and design, budgeting and establishing the best methods and activities to use to teach English as a foreign language for a deaf student with a significant curricular accommodation.

This training will provide the required information about significant accommodations, how to apply them according to the student’s needs, and that basis of LESCO and best ways to communicate and work with deaf students.

DESCRIPTION COST PER UNIT

QUANTITY TOTAL COST (COLONES)

TOTAL COST (DOLLARS)

Profesional Hours

12 645 150 450 000 925

Printing 2600 20 booklets 52 000 97.66

Transportation 1500 30 bus tickets

45 000 83.17

Total 547 000 1105.33

  The proposal is intended that the result can be an

effective contribution for teachers working with deaf students with significant curricular accommodations.

Furthermore, special needs will be benefited, because their teachers will know how to communicate with them, how to apply them the adequate accommodations according to their needs and finally to work efficiently in the class and based on their needs too.

Non significant curricular accommodations applied to teach deaf students.

Access curricular accommodations applied to teach deaf students.

Curricular accommodations applied with blind students. Teaching English for a blind student. Communication through signs. Special education applied in the English as a Foreign

Language class. ESLCO COSLEL

Thank you!