Curricular adaptations applied in the learning of the English language for students with hearing disabilities

Abstract

As educators, it is sometimes difficult for us to make curricular adaptations to the subjects to achieve the inclusion of students with special educational needs. In this paper, we reflect on the theoretical foundations to consider when approaching the subject of curricular adaptations in learning the English language for students with hearing disabilities. A qualitative approach with a non-experimental design and scope of exploratory and interpretative research based on documentary review is assumed as a methodological position. The most essential results show the lack of training of teachers in terms of curricular adaptations to serve children with hearing educational needs in the area of English. This is evidenced in the degree of uncertainty in the face of having to serve students with hearing disabilities in the classroom and the lack of knowledge of the methodology to meet the educational requirements demanded by these students. That is why actions should be promoted that allow teachers to train in making adaptations or curricular modifications that contribute to the promotion of equal and inclusive education.