Estrategias docentes en la enseñanza de la habilidad de lectura en inglés a estudiantes con discapacidad visual en una institución de educación superior en Bogotá

Abstract

This research focuses on the challenges and strategies teachers at a higher education institution in Bogotá face when sharing knowledge and experiences in teaching reading in English to students with visual impairments. Although tools such as braille and assistive technologies are available in various contexts, their use remains limited, largely due to a lack of teacher training in aspects such as the implementation of activities focused on students with special educational needs. Thus, this research analyzes teachers' perspectives on their own teaching methods, also addressing the challenges that may arise and the impact of these approaches on creating an inclusive environment. The results highlight that, although teachers demonstrate creativity and commitment, the strategies they implement in the classroom do not achieve inclusive education due to a lack of resources and institutional support. However, this study emphasizes the importance of strengthening education and providing teachers with the necessary means to transform classrooms into equitable spaces accessible to all students.