The document discusses the challenges English teachers face in teaching visually impaired students without proper support and training from the Ministry of Education. It notes that teachers lack knowledge on how to teach English to visually impaired students, include them in class activities, and use appropriate techniques, materials and classroom management. The Ministry does not provide training programs or technological/didactic resources for teachers and institutions with visually impaired students. The document aims to analyze why the Ministry's English programs do not address visually impaired students, identify challenges teachers face, and determine the actual conditions and available resources for teaching English to visually impaired students.

2. In spite of English teachers’ experience and
preparation most of them lack of knowledge to
deal with visually impaired students, because
MEP does not train professors to teach English
to people with visual impairment.

3. English Teachers have confronted the challenge
of teaching the foreign language to visually
impaired students without the proper support of
Ministry of Education; it does not provide
teachers and students’ demands.

4. Knowing the real situation about challenges and
limitations
that
English
teachers
have
to
confront when they have to teach visually
impaired students, by the lack of training and
technological and didactic resources, because
of Ministry of Public Education do not cover
those necessities.

7. The situation faced by English teachers, when
they have visually impaired students in the
regular classroom; by lack of knowledge about:
how to teach them, how to include visually
impaired students in classroom activities,
application of techniques and activities for
teaching English to visually impaired students,
how to attend students’ needs, how to direct to
visually impaired students, time and space
management in the implementation of activities,
what kind of didactic material and resources
teacher can use.

8. 
To analyze the reasons why English training
programs at Ministry of Public Education does
not incorporate specific policies to deal with
visually impaired students, based on a study
carried at Helen Keller Institute during 2012.

9. 
To identify the actual reasons the English
teacher at Helen Keller Institute has to confront
without counting with a previews training to
teach visually impaired students.

To determine about the real conditions of
education of students with visual impairment.

10. 
To investigate what kind of resources are
available for the English teacher at Helen Keller
Institute for bringing a best learning of the
language to students.

To find out if English teacher has received other
trainings to teach the foreign language to
visually impaired students.

11. 
Location: Desamparados, Tiribií bridge 75 meters
east, Barrio los Sauces, San José, Costa Rica.

Mission:
To
promote
autonomy
and
active
participation in the personal, educational, and
occupational scope of visually impaired people,
adolescents
and
adults,
as
well
opportunities in Costa Rican society.
as
equal

12. 
Vision: This institute is leader in support
services, technical assistance, advice, training
and research in functional, educational, and
occupational areas; designed for generating
and
facilitating
opportunities
for
conditions
visually
adults and adolescents.
for
equal
impaired
people,

13. Teacher’s Interview
Student’s Interview
English teaching experience with visually
impaired students.
Ministry of Public Education’s support.
MEP’s special syllabus to teach English to
visually impaired students.
Teacher’s methodology employment.
MEP’s training for English teachers for
attending visually impaired students.
Institution’s Technological resources and
didactic material for visually impaired students
Braille knowledge
Teachers’ training
English teaching methods and techniques for
visually impaired students.
Creative activities implemented for the
teacher.
Didactic material for visually impaired students
provenance.
Teacher’s lesson and students’ expectations.
English teaching programs for teachers to
teach visually impaired students.
Visually impaired students’ limitations during
ESL teaching process.
Visually impaired students in regular
classrooms.
Application of MEP’s curriculum to visually
impaired students.

14. This work research is done based on the type of
Qualitative
Investigation
through
an
ethnographical study consisted in field research
to the Institute Helen Keller with the purpose of
observing an English teacher’s job and an
interview performed to the English teacher and
a visually impaired student.

15. Methodology
Qualitative Investigation
Theory
is based on the
research about the
training
that
teacher has had
during her career
as English teacher
to
deal
with
visually impaired
students.
Practice
pretends to know
about the arguments
that teacher brings
regarding to how she
puts in practice her
possible training to
Visually
Impaired
students in English
Teaching.
Observation
the
researchers
observe
if
the
teacher
is
implementing
her
knowledge in the real
context of education
based on training for
visually
impaired
students.

16. Universidad Magister

Universidad Magister would convenes Helen
Keller Institute to promote a proposal to English
teachers for being trained.

17. 
The Ministry of Public Education does not abide
with 7600 Law for the equality of opportunities
(at all) based on visually impaired students.

Ministry of Public Education does not bring any
kind of training to visually impaired students.

Ministry of Public Education does not provide
technological and didactic resources for
institutions that have visually impaired students.

18. Ministry of Education should create training
programs for English Teachers in order to teach
visually impaired students.
 Ministry
of Education should invest in
technological and didactic resources for making
easy visually impaired students’ learning.
 English
teachers should be trained by
themselves.
 Teachers should design their own didactic
material for visually impaired students and
implemented it in a creative way.
