Pedagogical Mediation for Visually Impaired Students
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| Title: | Pedagogical Mediation for Visually Impaired Students |
|---|---|
| Language: | English |
| Authors: | May Ling González-Ruiz (ORCID |
| Source: | GIST Education and Learning Research Journal. 2025 (31):151-171. |
| Availability: | Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Visual Impairments, Blindness, English (Second Language), Public Colleges, Teaching Experience, Second Language Instruction, Teacher Attitudes, College Faculty, College Students, Students with Disabilities, Barriers, Inclusion |
| Geographic Terms: | Costa Rica |
| ISSN: | 1692-5777 2248-8391 |
| Abstract: | This case study began in the first semester of 2013 as part of an integrated English course offered at a public university in Costa Rica. Data were collected at three intervals--2013, 2019, and 2020--to explore the experiences of several professors who taught visually impaired or blind students. The research is grounded in the personal experience of one of the researchers, who had a blind student in her class. It examines the perceptions and experiences of the participating teachers, as well as the challenges they encountered over time while striving to foster an inclusive classroom environment. The implications for theory and practice are discussed, and recommendations for further research are proposed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493320 |
| Database: | ERIC |
| Abstract: | This case study began in the first semester of 2013 as part of an integrated English course offered at a public university in Costa Rica. Data were collected at three intervals--2013, 2019, and 2020--to explore the experiences of several professors who taught visually impaired or blind students. The research is grounded in the personal experience of one of the researchers, who had a blind student in her class. It examines the perceptions and experiences of the participating teachers, as well as the challenges they encountered over time while striving to foster an inclusive classroom environment. The implications for theory and practice are discussed, and recommendations for further research are proposed. |
|---|---|
| ISSN: | 1692-5777 2248-8391 |
