The impact of the methodology implemented by mep to increase the english language proficiency in students with significant and non-significant curricular adaptations by applying an inclusive education at liceo de tucurrique i quarter, 2022

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dc.contributorArguedas Carballo, Yanory
dc.contributorAlfaro Alfaro, Roy
dc.contributorCiencias de la educación
dc.contributorEnseñanza del Ingles
dc.coverageCosta Rica
dc.creatorMartínez Solano, Mariana
dc.date2022-09-29T20:09:25Z
dc.date2022-09-29T20:09:25Z
dc.date2022-09-06
dc.date.accessioned2026-08-31T12:01:59Z
dc.descriptionThe present research is focused on the study of how public-school areas between seventh to tenth grade are working on the development of an inclusive Education in an English class as a second Language toward students with significant and non- significant students at Liceo de Tucurrique in the first quarter of 2022. Inclusivity started to take place in Costa Rica since many years ago, but this inclusive Education as well was declared being mandatory in Schools since 2018. The Ministry of Public Education known in Spanish as MEP took longer to incorporate the UDL (Universal Design of Language) known in Spanish as DUA into classrooms, this is a new way of thinking about how to apply education to any kind of student member reforming the curriculum and make the learning experiences more accessible and meaningful (Ana Patricia V. C, 2019), and when this was already required to be in the classrooms, the public entity had to run. Unfortunately, the inadequate managed of incorporation of this new design into class since lack of training and resources has complicated teacher´s performance, since what educators used to apply before in students with different capacities changed from night to day, there was not transition. For all this happened the previous years and also the unfortunate interruption of classes because of Covid- 19, students with significant and non-significant adaptations were observed as well as teachers in order to find out how well there are doing in English classes this year specifically and how well UDL is being developed through these four years, if the curriculum is being applied correctly, and how they feel and think about learning with adaptations, indeed. Moreover, at the end of this research are posted at set of recommendations and conclusions about the Impact of the Methodology Implemented by MEP to Increase the English Language Proficiency in Students with Significant and non- significant Curricular Adaptations by Applying an Inclusive Education.
dc.descriptionLicenciatura
dc.format125
dc.formatDIGITAL
dc.formatPDF
dc.formatapplication/pdf
dc.identifierAPA
dc.identifierhttps://dspace-uh-tmp.igniteonline.la/handle/123456789/7190
dc.identifier.urihttps://dspace-ignite.igniteonline.la/handle/123456789/15370
dc.languageen
dc.publisherUniversidad Hispanoamericana
dc.subjectESTUDIANTES/COLEGIO/ENSEÑANZA
dc.titleThe impact of the methodology implemented by mep to increase the english language proficiency in students with significant and non-significant curricular adaptations by applying an inclusive education at liceo de tucurrique i quarter, 2022
dc.typeThesis

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