Educational Inclusion and Development of Strategies for Learning a Second Language. The Case Study of a Student with Visual Impairment
Guadalupe Palmeros y ávila, Judith Pérez-Castro, María Lucía Quiroz Segura

Abstract
This paper analyzes the process of inclusion underwent by a person with visual impairment, as well as the strategies she developed for learning a second language. We found that, even though in Mexico inclusion has been part of the educational policies since the 1990s, institutions still have to face many challenges to provide opportunities to people with disabilities, in terms of the curriculum, teachers’ training, and accessibility, among others. Specifically, on the acquisition of a second language, we found that the development of strategies and the assumption of a proactive and assertive attitude are fundamental to achieve meaningful learning. This has to be accompanied by the continuous work of teachers and the support of educational institutions.

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