Adaptive learning environments for english language teaching to inclusive education

Lizarazo Rolón, Keyla Andrea

Adaptive learning environments for english language teaching to inclusive education

dc.contributor.advisor	Álvarez Idarraga, Nelly Johana
dc.contributor.author	Lizarazo Rolón, Keyla Andrea
dc.contributor.cvlac	https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001827245
dc.contributor.cvlac	https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001759796
dc.contributor.googlescholar	https://scholar.google.com/citations?user=SAQ9QHAAAAAJ&hl=es&oi=ao
dc.contributor.googlescholar	https://scholar.google.com/citations?user=7KDI25QAAAAJ&hl=es&oi=ao
dc.contributor.orcid	https://orcid.org/0000-0002-4581-3625
dc.contributor.orcid	https://orcid.org/0009-0001-9114-8486
dc.date.accessioned	2026-07-22T21:51:05Z
dc.date.available	2026-07-22T21:51:05Z
dc.date.issued	2026-06-17
dc.description	La educación inclusiva representa, al mismo tiempo, una realidad atractiva y desafiante para los docentes en Colombia, ya que las aulas son cada vez más diversas y esto pone en evidencia importantes brechas en la preparación del cuerpo docente para enseñar de manera efectiva a estudiantes con Necesidades Educativas Especiales (NEE). Esta investigación busca identificar las barreras y facilitadores que encuentran los docentes al trabajar con esta población, examinar las prácticas inclusivas actuales que promueven la participación y el aprendizaje de los estudiantes con NEE, y ofrecer estrategias prácticas para fortalecer los entornos de aprendizaje inclusivos. El estudio adoptó un enfoque cualitativo de corte fenomenológico. Los datos se recopilaron mediante dos entrevistas semiestructuradas, dos observaciones participativas y dos observaciones no participativas, arrojando cuatro hallazgos centrales: (1) falta de articulación entre la formación docente, la política de inclusión y la preparación disciplinar; 5 (2) apoyo institucional insuficiente y superficial, que no responde al desarrollo profesional continuo que exige la educación inclusiva; (3) negación, pasividad o evitación por parte de las familias frente a la colaboración con la escuela y con profesionales externos, lo cual debilita las adaptaciones y el éxito académico de los estudiantes; y (4) la instrumentalización de los diagnósticos como mecanismo para asegurar la promoción de grado o la exención de requisitos académicos. En cuanto a estrategias inclusivas efectivas, se identificaron las siguientes: dinámicas de aprendizaje colaborativo; ubicación de los estudiantes con NEE cerca del docente para permitir un monitoreo en tiempo real y retroalimentación correctiva; evaluación entre pares; simplificación cognitiva mediante andamiajes visuales y tipográficos, como el uso de resaltados y subrayados de estructuras gramaticales; adaptación de instrumentos de evaluación en coordinación con las recomendaciones de profesionales externos, incluida la reducción y simplificación de preguntas; evaluaciones con elementos visualmente atractivos; y secuenciación de tareas desde las más hasta las menos demandantes cognitivamente.
dc.description.abstract	Inclusive education represents both a compelling and challenging reality for teachers in Colombia, where increasingly diverse classrooms expose significant gaps in educators' preparedness to effectively teach students with Special Educational Needs (SEN). This research seeks to identify the barriers and enablers teachers encounter when working with this population, examine current inclusive practices that promote SEN students' participation and learning, and provide practical strategies for strengthening inclusive learning environments. The study adopted a qualitative, phenomenological approach. Data were collected through two semi-structured interviews, two participative observations, and two nonparticipative observations, yielding four central findings: (1) a lack of articulation between teacher education, inclusive policy, and disciplinary preparation; (2) insufficient and superficial institutional support that falls short of the sustained professional development inclusive education demands; (3) parents' denial, passivity, or avoidance regarding collaboration with schools and external professionals, undermining students' adaptation and academic success; and (4) the instrumentalization of diagnoses as a mechanism to secure grade promotion or exemptions from academic requirements. Regarding effective inclusive strategies, the following were identified: collaborative learning dynamics; positioning SEN students near the instructor for real-time monitoring and corrective feedback; peer evaluation; cognitive simplification through visual and typographic scaffolds such as highlighting and underlining grammatical structures; adaptation of assessment instruments in coordination with external professionals, including reduction and simplification of questions; colorful evaluations; and sequencing tasks from most to least cognitively demanding. Keywords: Inclusive education, Bilingual education, English teaching, inclusive strategies, Special educational need
dc.description.degreelevel	Maestría	spa
dc.description.degreename	Magíster en Ambientes Bilingües de Aprendizaje	spa
dc.description.domain	http://unidadinvestigacion.usta.edu.co
dc.format.mimetype	application/pdf
dc.identifier.citation	Lizarazo Rolón, K. A. (2026). Adaptive learning environments for english language teaching to inclusive education [Trabajo de Maestría inédita, Universidad Santo Tomás]. Repositorio Institucional.
dc.identifier.instname	instname:Universidad Santo Tomás	spa
dc.identifier.reponame	reponame:Repositorio Institucional Universidad Santo Tomás	spa
dc.identifier.repourl	repourl:https://repository.usta.edu.co	spa
dc.identifier.uri	http://hdl.handle.net/11634/73400
dc.language.iso	spa
dc.publisher	Universidad Santo Tomás	spa
dc.publisher.branch	CRAI-USTA Bogotá
dc.publisher.faculty	Facultad Educación	spa
dc.publisher.program	Maestría Ambientes Bilingües de Aprendizaje	spa
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dc.rights	Attribution-NoDerivs 2.5 Colombia	en
dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.coar	http://purl.org/coar/access_right/c_abf2
dc.rights.local	Abierto (Texto Completo)	spa
dc.rights.uri	http://creativecommons.org/licenses/by-nd/2.5/co/
dc.subject.keyword	English teaching
dc.subject.keyword	Bilingual education
dc.subject.keyword	Inclusive education
dc.subject.keyword	Special educational needs
dc.subject.lemb	Ambientes Bilingües de Aprendizaje
dc.subject.lemb	Educación especial
dc.subject.lemb	Inclusión escolar
dc.subject.proposal	Educación inclusiva
dc.subject.proposal	educación bilingüe
dc.subject.proposal	enseñanza del inglés
dc.subject.proposal	estrategias inclusivas
dc.subject.proposal	necesidades educativas especiales
dc.title	Adaptive learning environments for english language teaching to inclusive education
dc.type	master thesis
dc.type.coar	http://purl.org/coar/resource_type/c_bdcc
dc.type.coarversion	http://purl.org/coar/version/c_ab4af688f83e57aa	spa
dc.type.drive	info:eu-repo/semantics/masterThesis
dc.type.local	Tesis de maestría	spa
dc.type.version	info:eu-repo/semantics/acceptedVersion