Vignette d'image

Vergara Wilson, Martín

Nom
Vergara Wilson, Martín
Affiliation principale
Fonction
Assistant-doctorant
Email
martin.vergara@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/1294
_
0000-0002-0454-4924

Résultat de la recherche

Filtres

4
22
22
Réinitialiser les filtres

Paramètres

Voici les éléments 1 - 4 sur 4
  • Publication
    Métadonnées seulement
    TECLAS: A Reading Comprehension Intervention for Chilean Deaf Adolescents
    (Washington D. C., United States: Gallaudet University Press, 2020)
    Lissi, María Rosa
    ;
    Sebastián, Christian
    ;
    Vergara Wilson, Martín 
    ;
    Iturriaga, Cristián
    ;
    Henríquez, Catalina
    ;
    Hofmann, Sergio
  • Publication
    Métadonnées seulement
    When "inclusion" jeopardizes the learning opportunities of deaf students: The case of Chile
    (UK: Oxford University Press, 2019)
    Lissi, María Rosa
    ;
    Sebastián, Christian
    ;
    Vergara Wilson, Martín 
    ;
    Iturriaga, Cristián
    Deaf education in Chile has made important progress during the past 30 years, particularly during the past decade. However, many of these achievements have brought new problems and challenges. This chapter gives an overview of the paths followed by educational policy, school practices, and research in deaf education. The authors’ review of official documents and published research was enriched by the voices of eight key informants connected to deaf education. From the analysis of all the material gathered, they identified several important issues, such as the tension between policies that promote the education of deaf students in regular schools and those that acknowledge the importance of sign language in deaf education. They also included some proposals for further research and for moving forward in educational policy and practices, with a focus on the important role deaf adults can play in these processes.
  • Publication
    Accès libre
    Chilean deaf adolescents’ experiences with reading: beliefs and practices associated to different types of reading activities
    (2017-8-9)
    Lissi, María Rosa
    ;
    Sebastián, Christian
    ;
    Iturriaga, Cristián
    ;
    Vergara Wilson, Martín 
    Deaf and hard-of-hearing (D/HH) students’ difficulties with written language have been consistently reported, but there are few studies about deaf students’ reading practices and experiences. This study aimed to characterize past and current reading experiences of Chilean D/HH adolescents. There were 46 participating students (7th–12th graders). Semi-structured interviews were conducted, which addressed students’ beliefs about reading, early experiences with books, preferred reading material, and perceptions of themselves as readers. The interviews were analyzed using qualitative content analysis. Results show that, for students, reading is an arduous and not much enjoyed activity; it becomes a task they try to avoid and which they circumscribe mostly to the school context. Some of them report enjoying interacting with other types of texts, especially when these include pictures, but they do not seem to consider them as true reading activities. Reading difficulties faced in their early school years are still present. Students tend to blame their difficulties on limited vocabulary knowledge and to ask for help from teachers and parents in order to understand text. Most of them are not independent readers, and having to rely on someone else to understand text perpetuates their view of themselves as non-readers. Results are interpreted within a sociocultural framework to understand learning and motivation; the discussion includes suggestions for improving teaching practices.
  • Publication
    Accès libre
    Deaf and hard of hearing students' opportunities for learning in a regular secondary school in Chile: Teacher practices and beliefs
    (2016-6-6)
    Lissi, María Rosa
    ;
    Iturriaga, Cristián
    ;
    Sebastián, Christian
    ;
    Vergara Wilson, Martín 
    ;
    Henríquez, Catalina
    ;
    Hofmann, Sergio
    This study aimed to analyze the learning context of deaf and hard of hearing (D/HH) students in a Chilean high school, in which 50 D/HH students (7th to 12th grade) attend classes together with hearing classmates. Semi-structured interviews were conducted with seven high school teachers and five deaf education teachers, to explore their practices and beliefs regarding teaching D/HH students in regular classrooms. Ten classroom observations were also carried out in classes with and without the presence of a deaf education teacher. Interview data were analyzed using qualitative content analysis. Class observations enabled a better understanding of the context in which D/HH students and their teachers interact daily. Results from interview analysis provided information of teachers’ beliefs about D/HH students; regular teachers and deaf education teachers’ perceptions of the roles they play in students’ learning; accommodations made for D/HH students; and facilitators and barriers for teaching in classes with D/HH students. High school teachers’ report of their difficulties to teach D/HH students and their need to rely on deaf education teachers in the classroom was corroborated by classroom observations, which showed that most D/HH students were unable to follow the class in absence of special teacher’s support, and regular teachers had problems communicating with them. D/HH students’ opportunities for learning are highly restricted in such environment. Implications for educational inclusion policies and teacher preparation programs are discussed.