Aprendizaje cooperativo para aprendices de inglés con y sin discapacidad visual: una propuesta de resiliencia y empatia.

Abstract

Youth with disabilities are at an increased risk of being bullied and dropping out of school; factors like physical vulnerability or intolerant surroundings raise those probabilities. Historical antecedents show evidence of societies as perpetrators of discrimination or agents of social transformation. This action research proposal offers youngsters to understand and support their peers with visual impairment. The monograph presents the diagnosis conducted at an institute in Bogotá with sighted, blind, and visually impaired secondary learners of English. The pedagogical intervention proposed aims at visual learners to be in the visually impaired shoes to develop empathy. The study could not be fully completed due to Covid-19; however, it proposes ten Cooperative Learning lessons on resiliency topics developed in English as a medium of instruction. The study hopes to inspire teachers about social justice issues and construct friendly environments for all school subjects. The literature and pedagogical intervention offer strategies for developing empathy and awareness towards learners with special conditions. The instruments to collect data are journals, students' artifacts, interviews, and Likert scale surveys. Further implementation revolves around trying tasks and strategies that protect disabled students from harassment, exclusion in socialization, and low achievement in inclusive educational environments.