Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.

2.  Teacher’s concern
 Students’ needs
 Universities’ programs

3. 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.

4.  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.

5.  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.

6.  Location
 Foundation
 Population
 General Information

7.  Teaching English in Costa Rica
 Curricular Accommodations
 Deafness

8.  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

9. One deaf student from Liceo Académico San Carlos.

10.  The deaf student.
 His parents
 His teachers
 His classmates

11.  Books
 Magazines
 Printed Material
 Internet information

12.  Observation
 Interview
 Questionnaire

22.  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.

23.  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.

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

25.  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.

26.  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.

27. 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

28.
 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.

29.  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

30. Thank you!