Implementation of methodological strategies for students with disabilities in large clases.

Abstract

English language learning is becoming a necessity, and the use of strategies in the teaching learning process is one of the main objectives that a teacher should consider in his/her lesson plans. The lack of these didactic strategies in classrooms can affect learning, especially in large classrooms, where on many occasions the teacher cannot assess the four skills involved in English learning, particularly when the class is focused on the student with psychosocial disabilities. In teaching English, the application of methods is fundamental to establishing guidelines and strategies that promote more meaningful learning that helps students with disabilities to interact more in the classroom. Being here the Direct Method and Cooperative Learning are the best to apply in this type of class since it helps the student to understand the language in context and in a collaborative way. The application of these methods gives the necessary support to develop this case study since it is an experimental field.