Strategies to Teach English Vocabulary to Mexican Young Learners with Hearing Impairments
In recent years the inclusion of students with special needs in the classroom has become a reality, thus as educators we can find ourselves under prepared to deal with such scenarios. The following paper strives to provide strategies that can aid the educational process of students with hearing impediment. This is achieved through the analysis of different teaching strategies, revolving around English vocabulary. This project was conducted within a public primary school placed in a Western State of the Mexican Republic. Participant observation was employed to gather data. Findings show the relevance of the strategies and how they worked within the given context. The strategies are to be considered more a steppingstone or provisional aid for the teacher in the education of students with hearing impediment rather than a permanent solution.