Tackling SEN in the EFL Classroom within the Ecuadorian Higher Education Context


  • Wellintong Segundo Intriago Alcivar Universidad de las Fuerzas Armadas “ESPE”
  • Glenda Cecibel Intriago Alcivar Universidad Técnica de Babahoyo
  • Olga María de los Angeles Cárdenas Guanoluisa Universidad Técnica de Cotopaxi
  • Angel Roberto Rivas Mora Universidad de las Fuerzas Armadas “ESPE”




 Giving attention to SEN is not a new concern worldwide; actually, UNESCO declared that countries around the world should take urgent actions to set up inclusive educational systems, which is easier said than done, particularly in low-income countries where the resources shortage turns the attention to SEN into a daunting challenge. In Ecuador, MinEduc took some measures to meet SEN in primary and secondary education. Unfortunately, these actions did not reach tertiary education where there is no practical application of the Guide to Equality and Educational Environment published by (Senescyt). Regarding EFL teaching, the horizon is even worse as there is neither framework nor awareness about SEN. This fact sets the gap to carry out this descriptive-combined investigation that selected the convenience sample method due to the pandemic drawbacks as well as the fact that most students with SEN object to being labeled as disabled persons. The data was gathered by using interviews and surveys, the first one gathered information through semi-structured questions, while the second one was through structured questions. The findings show that most students with disabilities were supported during their former education. Moreover, most English teachers claimed they know the process; the curricular adaptations; and the stakeholders’ responsibility to give attention to SEN, only when it is not their sole responsibility. In an attempt to tackle this issue, this study suggests responsibilities and proposes strategies that might be of great benefit for English teachers when it comes to teaching students with SEN.


Los datos de descargas todavía no están disponibles.


Ainscow, M. (1994). Special Needs in the Classroom: A Teacher Education Guide. Paris: UNESCO Publishing. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000135116

Asamblea Nacional del Ecuador. (2008, 20 de octubre). Constitución de la República del Ecuador, Art. 46. Quito. Retrieved from https://www.asambleanacional.gob.ec/sites/default/files/documents/old/constitucion_de_bolsillo.pdf

Bernal, C. ( 2010). Metodología de la Investigación: Tercera edición. Bogota: Pearson.

Blândul, V. C. (2010). International Approaches to Inclusion of Children with Special Educational Needs in Mainstream Education. Problems of Education in the 21st Century, 195. Retrieved from http://www.scientiasocialis.lt/pec/files/pdf/vol21/29-36.Blandul_Vol.21.pdf

Carrión, M., & Santos, O. (2019). Inclusión Educativa de las Personas con Necesidades Educativas Especiales Permanentes. Universidad Técnica de Machala. Conrado - Revista Pedagógica de la Universidad de Cienfuegos, 15(Conocimiento por un Desarrollo Sustentable), 195-202. Retrieved from https://conrado.ucf.edu.cu/index.php/conrado/issue/view/47

Consejo de Educación Superior. (2010, 12 de octubre, Octubre). Ley Orgánica de Educación Superior, LOES. Quito. Retrieved from https://www.ces.gob.ec/documentos/Normativa/LOES.pdf

Echevarria, J., & Graves, A. (1998). Sheltered Content Instruction: Teaching English-Language Learners with Diverse Abilities (Second ed.). Boston: Pearson Education.

Fierro, W., Mayorga, A., Fierro, M., & Bonilla, J. (2019). Study of the level of preparation of the Universities to attend students with disabilities. Revista Espacios, 12-24. Retrieved from https://www.researchgate.net/publication/341742184_Estudio_del_nivel_de_preparacion_de_las_Universidades_para_atender_a_estudiantes_con_discapacidad_Study_of_the_level_of_preparation_of_the_Universities_to_attend_students_with_disabilities_Contenido

Florian, L. (2013). The SAGE Handbook of Special Education. London: British Library. Retrieved from https://books.google.com.ec/books?hl=es&lr=&id=KKycCwAAQBAJ&oi=fnd&pg=PT20&dq=The+SAGE+Handbook+of+Special+Education&ots=Zy1-5c6Np2&sig=z9RAILtDkG9-LLKRm8DWmbX4Ki8&redir_esc=y#v=onepage&q=The%20SAGE%20Handbook%20of%20Special%20Education&f=false

Gulliford, R., & Upton, G. (2002). Special Educational Needs. London & New York: Routledge. Retrieved from https://books.google.com.ec/books?id=vpMqBgAAQBAJ&lpg=PP1&ots=joa04zYthU&dq=special%20educational%20needs&lr&hl=es&pg=PA1#v=onepage&q&f=false

Herdoíza, M. (2015). Construyendo Igualdad en la Educación Superior: Fundamentación y lineamientos para transversalizar los ejes de igualdad y ambiente. SENESCYT/UNESCO. Retrieved from https://www.academia.edu/20321876/Construyendo_Igualdad_en_la_Educaci%C3%B3n_Superior

Jewell, M. E. (2008). No Child Left Behind: Implications for Special Education Students and Students with Limited English Proficiency. Journal of the American Academy of Special Education Professionals, 41-45. Retrieved from https://files.eric.ed.gov/fulltext/EJ1139308.pdf

Luna, J., Andrade, L., & Romero, L. (2016). Adapted curriculum for admission, permanence and graduation of students with disabilities: An experience from higher education. Cultura, Educación y Sociedad, 72-93. Retrieved from http://hdl.handle.net/11323/3133

Mera, M., & Espin, A. (2019). Curricular Adaptations for Students with Special Educational Needs. Revista Inclusiones, 6, 11-24. Retrieved from https://revistainclusiones.org/index.php/inclu/article/view/1958

MinEduc. (2013a, Agosto 15). Normativa Referente a la Atención a los Estudiantes con Necesidades Educativas Especiales en Establecimientos de Educación. Quito. Retrieved from https://siteal.iiep.unesco.org/sites/default/files/sit_accion_files/siteal_ecuador_0218.pdf

MinEduc. (2013b, March). Estrategías Pedagógicas para atender Necesidades Educativas Especiales. Quito. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2019/05/Guia-de-estrategias-pedagogicas-para-atender-necesidades-educativas-especiales-en-el-aula.pdf

MinEduc. (2013c). Introducción a las Adaptaciones Curriculares para Estudiantes con Necesidades Educativas Especiales. Quito. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2014/10/necesidades_instructor.pdf

MinEduc. (2018, Agosto). Instructivo para la aplicación de la evaluación alternativa a estudiantes con discapacidad. Quito. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2018/10/instructivo_evaluacion_alternativa_costa_18-19.pdf

MinEduc. (2018). Modelo nacional de gestión y atención para estudiantes con necesidades educativas especiales asociadas a la discapacidad de las instituciones de educación especializadas. Quito. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2018/07/Modelo-IEE.pdf

MinEduc. (2019). Modelo educativo nacional bilingue bicultural para personas con discapacidad auditiva. Quito. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2020/02/Modelo-Educativo-Bilingue-Bicultural-para-Personas-con-Discapacidad-Auditiva.pdf

Moreno, R., Lopéz, J., & Carnicero, J. (2020). Formación en Atención a Necesidades Educativas Especiales: Modificación de la Percepción de los Maestros de Ecuador sobre la Inclusión de Estudiantes con Discapacidad en el Aula Ordinaria. Revista Nacional e Internacional de Educación Inclusiva, 139-152. Retrieved from https://revistaeducacioninclusiva.es/index.php/REI/article/view/595/582

Park, Y., & Thomas, R. (2012). Educating English-Language Learners with Special Needs: Beyond Cultural and Linguistic Considerations. Journal of Education and Practice, 3(9), 52-58. Retrieved from https://eric.ed.gov/?id=EJ1100440

Perlaza, M. (2018). Didactic Guide of Curricular Adaptation Aimed to Students with Mild Cognitive Impairments. International Congress on the Didactics of the English Language Journal, 3(1). Retrieved from https://revistas.pucese.edu.ec/ICDEL/article/view/494

Rapp, W. H. (2014). Universal Design for Learning in Action: 100 Ways to Teach All Learners. London: Brookes Publishing.

Santamaría, L., Fletcher, T., & Bos, C. (2002). Effective pedagogy for English language learners in inclusive classrooms. In A. J. Artiles, & A. A. Ortiz, English language learners with special educational needs: Identification, assessment and instruction (pp. 133-157). Retrieved from https://files.eric.ed.gov/fulltext/ED482995.pdf

Senate and House of Representatives of the United States of America. (2002). No Child Left Behind Act of 2021. Washington D.C.: U.S. Government Printing Office. Retrieved from https://www.congress.gov/107/plaws/publ110/PLAW-107publ110.pdf

Senescyt. (2017). Guía para la Igualdad y Ambiente en la Educación Superior. Quito: J&M Publicidad. Retrieved from https://www.educacionsuperior.gob.ec/wp-content/uploads/downloads/2018/11/Guia-para-la-igualdad-y-ambiente-en-la-Educacion-Superior_nov_2018.pdf

Sevilla, D., Martin, M., & Jenaro, C. (2018). Actitud del Docente hacia la Educación Inclusiva y hacia los Estudiantes con Necesidades Educativas Especiales. Innovación Educativa, 18(78), 115 - 141. Retrieved from https://shorturl.ae/LQZoe

Sowell, J. (2022). Accommodating Learning Disabilities in the English Language Classroom. American English Webinars. U.S. Department of State’s Office of English Language Programs in the Bureau of Educational and Cultural Affairs. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/etf_59_1_pg02-11_0.pdf

Tenorio, S. (2011). Formación inicial docente y necesidades educativas especiales. Estudios Pedagógicos XXXVII, 250-265. Retrieved from https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07052011000200015

UNESCO. (1990). World Declaration of Education for All: Action to Meet Basic Learning Needs. Jomtien, Thailand. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000127583

Vera Alava, K., Salazar Haro, I., Casquete Muñoz, R., & Nagua Bazán, J. (2019). Educación Inclusiva: Atención a la Diversidad de las Necesidades Educativas Especiales de los Estudiantes de la Universidad Técnica de Babahoyo, Extensión Quevedo. Revista de Ciencia e Investigación. doi:https://doi.org/10.5281/zenodo.3597499


Resumen 28

Cómo citar

Intriago Alcivar, W. S., Intriago Alcivar, G. C., Cárdenas Guanoluisa, O. M. de los A., & Rivas Mora, A. R. (2022). Tackling SEN in the EFL Classroom within the Ecuadorian Higher Education Context. Magazine De Las Ciencias: Revista De Investigación E Innovación, 7(3), 78–104. https://doi.org/10.33262/rmc.v7i3.2676

Artículos más leídos del mismo autor/a