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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
MEMORIA DE SEMINARIO DE GRADUACIÓN PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
A DESCRIPTIVE STUDY ON THE CURRICULAR ACCOMODATIONS DEVELOPED BY
ENGLISH TEACHERS AT CINDEA 28 MILLAS, LIMON 2018”
KEISEL YAMIR EVANS WINTER
SHIRLEY MESEN SEQUEIRA
SAN JOSÉ, Mayo 2018

2. BACKGROUND OF THE PROBLEM
In the 1990s, in Costa Rica curricular adaptations began to be applied as a
result of the participation of Costa Rica in the World Conference on Special
Needs Education organized by UNESCO in 1994 and with the promulgation of
Law 7600 on Equal Opportunities for Persons with Disabilities in 1996.

3. JUSTIFICATION OF THE PROBLEM
The students from the Institution of CINDEA 28 Millas faced drop up during the
last three years, in addition the investigation will try to find out that the
curricular accommodations are well done by the teacher, also to know about
the knowledge of students and parent regarding to curricular accommodations
and the process to develop it.

4. PROBLEM STATEMENT
What are the academic effects of the Curricular Accommodation
when applied by English teacher at CINDEA 28 Millas, Limón 2017?

5. GENERAL OBJECTIVE
To identify the effects of the Curricular Accommodation
developed by the English teacher for improving the
academic performance at CINDEA 28 Millas, Limón
2018.

6. SPECIFIC OBJECTIVES
 To analyze the influence of curricular accommodations on students at
CINDEA 28 Millas for a better performance on learning process.
 To list the benefits of using curricular accommodation for improving the
learning process.
 To identify the adequate curricular accommodations for improving the
academic performance.

7.  To classify English teaching reading strategies for improving the academic
performance.
 To analyze the different issues that students of CINDEA 28 Millas face for the
achievement of the objective from MEP with students with curricular accommodation.
 To propose a friendly plan with the use of curricular accommodations in student with
low academic performance.

8.  INSTITUTIONAL FRAMEWORK
HISTORICAL REVIEW
The CINDEAS are official institutions of the Costa
Rican educational system, characterized by putting
into practice the principles of Permanent Education.
The CINDEAS are organized in different ways,
according to the needs of the people in terms of
learning rhythms, calendar, and workdays, according
to local possibilities and requirements and in line
with the provisions issued by the Ministry of Public
Education.

9.  MISSION OF THE CINDEA 28 MILLAS
To provide young and adult people with a flexible modular curriculum based on andragogical
principles, to consolidate their personal and social aspirations.
 VISION OF CINDEA 28 MILLAS
To be the best educational option of integral formation oriented to the continuous improvement.
 ENTRY REQUIREMENTS
The curriculum is aimed at all young people and adults, over 15 years, by personal, economic,
social or geographic have not completed any of the levels of school in Costa Rica or for those who
wish to develop competencies type to join the world of work.

10.  GEOGRAPHICAL LOCATION
The Colegio CINDEA 28 Millas is located in the province of Limón in the
following places according to the opening of the satellites. The headquarters is
located in the community of 28 Millas, Canton of Matina, and district of Batán.
The satellites are in the following communities: Santa Marta, Line B, Luzon,
Matina, Hogar Crea- Matina, Sahara, Estrada and Palacios. This educational
center belongs to the Regional Directorate of Education of Limón, circuit 09

11. THEORETICAL FRAMEWORK
 EDUCATION
Education can be given of many definitions however there is one well
asserted in which education is defined as “an act or process”. In other
worlds, it is the result produced by instruction, training, or study.
 ROLE OF THE TEACHER
According to the George Lucas Educational Foundation the role of a teacher
today is much different than it used to be. Teacher's used to be told what to
teach, and how to teach it. They were expected to use the same methods
for all students. In today's world of education, a teacher's role is quite
multifaceted.

12. MAIN THEORIES THAT ADDRESS THE ROLE OF THE TEACHER, THE
STUDENT AND LEARNING
 COGNITIVE THEORY
Cognitivism is the development of the cognitive potential of the person that becomes a
strategic learner who knows how to learn and solve problems.
 CONSTRUCTIVE THEORY
According to Diaz Castañeda (2002) say that the constructivist conception of learning
admits that it is produced by an interaction between the knowledge of the student and
the new information that comes to him.

13.  HUMANIST THEORY
Ricardo E. Trelles (2007) points out that the first considerations of humanism focus on the
following:
 Every human being is a fabulous creature.
 The human being is both nature and training.
 Humanity is like a super organism of which the subject is a part.
 The human relationship and cooperation are required for the better functioning and
greater well-being of the human being.
 BEHAVIOR THEORY
Jiménez Murillo J. and Hernández Yañez (sa) point out that within this current, basic
principles are followed, such as the following: the learning method used by the teacher
must be coherent, understandable to the student and above all be authentic, the
relationship between the teacher and the student occupy a central position.

14.  CONSTRUCTIVE THEORY
According to Díaz Castañeda (2002) the constructivist conception of learning admits
that it is produced by an interaction between the knowledge of the student and the
new information that comes to him, for this reason it is necessary to consider the
conceptions of the students as bases or on which the new knowledge will be built”.

15. TYPES OF LEARNING ACCORDING TO
HOWARD GARDNER

16. INTEGRATED CENTER FOR ADULT EDUCATION (CINDEA)
The offer of the MEP is varied, for the education of young people and
adults, which has been integrated into options ranging from:
 Schools and night schools
 Integrated Centers for Adult Education to Open Education.

17. CURRICULAR ACCOMODATIONS
TYPES OF CURRICULAR ACCOMMODATIONS :
 ACCESS ADAPTATIONS
 NON-SIGNIFICANT CURRICULAR
ACCOMMODATION
 SIGNIFICANT CURRICULAR
ACCOMMODATION

18. The research study
TYPE
 QUALITATIVE
 QUANTITATIVE
 DESCRIPTIVE
SUBJECTS AND SOURCES
 RANDOM GRADERS
 PRIMARY SOURCES
 SECONDARY SOURCES
INSTRUMETS
 SURVEY
 QUESTIONAIRE
 OBSERVATION

19. VARIABLES
 Influence of curricular accommodation on learning process
 Learning process
 Benefits of curricular accommodation in the learning process.
 Adequate curricular accommodations for improving the academic
performance.
 English teaching reading strategies for improving the academic performance.
 Issues that student face for the achievement of the objective from MEP.

20. Instruments
 Observation: 1 group, 1 teacher.
 Interview: 1 teacher, it has 16 questions.
 Questionnaire: 10 students, it has 28 questions.

21. ANALYSIS OF THE OBSERVATION
Students with curricular accommodation have more time to finish the practices
and comprehend better the topic, so the teacher takes less objectives to evaluate
beside there are several benefits for a student to receive curricular
accommodations. The most obvious benefit is that a student receives special
education services, but students may also require accommodations if their
learning style differs greatly from the majority of their classmates.
According to the observation teacher makes a different plan to the students with
the need of the curricular accommodations and prepare different activities to
achieve the objective of the MEP.
Teacher checked all the students including them beside some of them
participated in the activities.

22. ANALYSIS OF THE INTERVIEW
Based on the interview applied to the teacher, she said that curricular
accommodations are created to help a student with different types of learning in
order to achieve the objectives of the MEP by working the same topics of their
classmates but in an easier way.
Based on the interview applied to the teacher, she said that learning process
means learning by steps, in which they will need time to get the information
(input) to put in to practices the learned during the process (output).

23. FINDINGS FROM STUDENTS QUESTIONNARIE
KNOWING REGARDING TO THE TYPES OF ADAPTATIONS

24. KNOWING REGARDING TO SIGNIFICANT ACCOMMODATION

25. KNOWING REGARDING TO NON-SIGNIFICANT ACCOMMODATION

26. FREQUENCY REGARDING TO THE USE OF TECHNOLOGY AND VISUAL MATERIALS IN THE
LESSONS

27. IMPROVEMENT IN THE LEARNING PROCESS

28. PARTICIPATION IN THE ACTIVITIES

29. DEVELOPMENT OF READING ACTIVITIES IN THE CLASSROOM

30. FREQUENCY OF DEVELOPING WRITING ACTIVITIES

31. CONCLUSIONS BASED ON THE FINDINGS
CONCLUSIONS
According to the instruments applied, it demonstrates that
a high percent of the student know about curricular
accommodation, but it has a low percentage of students
that do not know about it .
Some students have improved in the learning process,
nevertheless there is a necessity about the participation of
the parents.
the teacher say that curricular accommodations are
useful but at the same time teacher has a lot of work with
the information that they need to gather in the learning
process.

32. GENERAL CONCLUSION
As a general conclusion, we can say that teacher is completing her job about the
curricular accommodation, but she need to makes different activities to improve the
weakness of the students in different areas. Nowadays we have very useful activities in
which we can work with, so teacher has the responsibility to change the strategies and
methodologies if the teacher considers that students do not master the theory or the
topic.

33.  the teacher makes a different plan for those students with special needs, teacher
makes similar activities as their classmates.
 The institution does not have technology such as computer and projector, but
sometimes the teacher carries her computer, besides the teacher works with visual
material to introduce the topics or reading and makes activities such as hot
potatoes and make the students to work in group, in that way they can work in
cooperative way.
 Students can not complete the objective of the MEP due that the time given to
complete the task is very short, beside at CINDEA the time of each lesson is about
35 minutes.

34. COST OF THE STUDY
ITEM DESCRIPTION QUANTITY COST PER UNIT
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLAR)
Fuel used for
transportation
20 626 12.520 21
Photocopies 20 15 300 052
Total 40 641 12.820 21 52
Source: Mesén, Shirley and Evans, Keisel (2018)
Professional hours establish by COLYPRO at 13602 (May 08th, 2018)
Exchange rate establish at 570 colons (February 10th, 2018)

35. RECOMMENDATIONS BASED ON THE FINDINGS
 To know about curricular accommodations is very
important and necessary for the students and parents
it is suggested for the teacher makes a explanation
about curricular accommodations.
 Include the parents in the process of learning is
important for the students of the community because
they will be learn better.
 In order to facilitate the process of learning is
very important explain some benefits for the
students can be work better because they
working in an easier way with less objectives.

36.  Makes a different plan for those students with special needs, teacher makes similar
activities as their classmates, it is consider that the teacher is doing her job well,
nevertheless teacher needs to create activities that can motivate students and
make them to participate more during the class.
 For the teacher is suggested use the cooperative way because is a great tool that
teacher can use in the learning process.

37. PROPOSAL
GENERAL OBJECTIVE
 To develop apps as a curricular accommodation for improved the
English skills of students at CINDEA 28 Millas, Limón 2018.
SPECIFIC OBJECTIVES
 To identify adequate apps improving the listening skill of the
students with curricular accommodation.
 To create activities that helps the student improving the reading
skills with curricular accommodation.

38. PROPOSAL
LEARN ENGLISH PODCAST
This app is totally free for everyone the idea is
for students to practice and improve their
hearing through dialogues with day to day
topics.

39. PROPOSAL
VOICE RECORDER
Students do not have to download it because
their cell phone has it installed, teacher can take
any objective of speaking and says to the
students to work in pair and make up a
conversation by writing it down and practice it,
finally students record themselves and teacher
listen the recording on the radio.

40. PRACTICE ENGLISH GRAMMAR
 It has many practices but only two are free which are Basic Grammar I and Basic
Grammar II.
 BASIC GRAMMAR I
Grammar I has five lessons, which are:
 Lesson 1:
Noun: singular and plural, noun: singular or plural, noun: countable or uncountable
 Lesson 2:
Article, article: an and A, some or any

41.  Lesson 3:
Verb to be, verb to be 2, verb: have or has
 Lesson 4:
Verb: have or has, object pronouns, there is/ There are
 Lesson 5:
Adjective
Adjective: Comparison
Adjective: Comparison 2

42.  BASIC GRAMMAR II
Grammar II has five lessons, which are:
 Lesson 1:
Adjective: comparative and superlative
Possessive adjective, noun, verb or adjective
 Lesson 2:
Adjective or adverb, This/ That/ These/ Those, interrogative words

43.  Lesson 3:
Tense: Irregular verb, past simple or past continuous, infinitive,
gerund
 Lesson 4:
Reported speech, adjective or passive, conjunction
 Lesson 5:
Mixed questions I, mixed questions II, mixed questions III

44. COST OF THE PROPOSAL
ITEM DESCRIPTION QUANTITY COST PER UNIT
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLAR)
Fuel used for transportation 20 626 12.520 21
Photocopies 20 15 300 052
Rewards 20 300 6000 1040
Professional Hours 50 13,602 680.100 387.657
Total 110 14.543 698.720 390.849
Source: Mesén, Shirley and Evans, Keisel (2018)
Professional hours establish by COLYPRO at 13602 (May 10th, 2018)
Exchange rate establish at 570 colones (February 10th, 2018)

45. IMPACTS OF THE PROPOSAL
 ACADEMIC IMPACT
Students have a benefice of this proposal because they can use the apps whatever
they are, further they can listen to themselves and do it the amount of time that they
desire in order to improve the pronunciation.
 INSTITUTIONAL IMPACT
The students improve the areas in which they have weaknesses and keep the
students working in the classroom additionally students are motivating by using the
technology.

46. PROPOSAL
Other studies derived
 This research work can become useful for
students who have curricular accommodation.
It is important to do a diagnostic test to
student in order to identify if the student
needs a curricular accommodation.