Differentiation strategies relating to the inclusion of a student with a                 severe visual impairment in higher education (modern foreign languages)

Lewin-Jones, Jenny; Hodgson, Joe

doi:10.1177/026461960402200106

Cited by 11 publications

(4 citation statements)

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“…For example, it is important that students be given printed information in a format which is accessible (Cole-Hamilton and Vale, 2000;Harris and Oppenheim, 2003); 47 percent of visually impaired students do not receive materials in such a format (RNIB, 2002). However, to do so can be very time-and labour-intensive (Lewin- Jones and Hodgson, 2004).…”

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confidence: 99%

Barriers and enablers for visually impaired students at a UK Higher Education Institution

Bishop

Rhind

2011

British Journal of Visual Impairment

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The present study explored the factors which represent barriers and enablers to participation in Higher Education for students who are visually impaired. Semi-structured interviews were conducted with nine visually impaired students who were studying at a Higher Education Institution in the United Kingdom. Interpretative Phenomenological Analysis revealed four higher-order themes: the student's attitude (i.e. self identity, positive aspects of being visually impaired, engagement with support), institutional provision (i.e. campus navigability, central services support, school-level support), external support (i.e. travelling to and from campus, external financial support) and others' attitudes (i.e. parental attitudes, staff attitudes). These findings are discussed with reference to how institutions may enhance the experience of not only visually impaired, but all Higher Education students.KEY WORDS Browne Repor t, disabilit y, inclusion, student experience

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Barriers and enablers for visually impaired students at a UK Higher Education Institution

Bishop

Rhind

2011

British Journal of Visual Impairment

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“…Building a road map aimed at multiple or specific disabilities that generates a pragmatic contribution of inclusion for these students and, on the other hand, incorporating an added value to the curriculum of a traditional teacher who faces reality in the teaching-learning process and manages to include the VIS in a shared environment with the rest of the students are tasks of the institution. Technology support has made it possible to overcome many barriers in the educational field for the VIS; for instance, it is possible to refer to the study conducted by the authors of [21] on the different educational strategies of inclusion. They made oral adaptations to a model of teaching a foreign language.…”

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confidence: 99%

Methodological Experience in the Teaching-Learning of the English Language for Students with Visual Impairment

Cardenas

Inga

2021

Education Sciences

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This document evidences an innovative methodological vision in the teaching-learning process of the English language focused on the inclusion of all its students in a heterogeneous learning environment. Learning a foreign language as a second language is a challenge that all students must overcome, but this challenge is more significant in visually impaired students. Therefore, the present research is based on a historical, descriptive process that reviews high-impact scientific articles supported by recognized databases. Later on, it warns about breaking down the stages of the process, supporting the analytical method, and then joining each stage, starting from the simple to the complex using the synthetic method, thus consummating a complete analytical-synthetic process. In this way, the present work shows a description of the methodological experience from a set of good practices for visually impaired students in the classroom environment. The proposed work systematizes the methodology applied in the educational process and categorizes the stages of the methodological process developed according to the skills and abilities required for learning by using typhlo-technical tools. On the other hand, the research determines a route map that allows and facilitates the management of the method implemented in learning the English language for students with visual impairment. Consequently, this constitutes a valid alternative for educational inclusion within an innovative environment that welcomes the use of information and communication technologies to achieve the natural inclusion and autonomous participation of students with visual impairment.

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“…All of the four macro-skills (listening, speaking, reading, and writing) appear to require some degree of differentiated instruction (Lewin-Jones & Hodgson, 2004); this includes speaking activities, because blind students do not intuitively understand how to position their bodies relative to their classmates during speaking tasks. In general, nor- mally sighted classmates also need to be taught how to support their visually impaired classmates (Lewin-Jones & Hodgson, 2004). In addition to this, linking vocabulary and grammar concepts with movement may be useful for blind students (Conroy, 1999).…”

Section: Efl Learning For the Visually Impairedmentioning

confidence: 99%

EFL Education for the Visually Impaired in Japan: Data from Five Interviews

Carpenter

2020

laclil

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The educational research literature has promoted integrating students with disabilities into mainstream classrooms since the 1970s. In 2007, the Japanese government amended the School Educational Law, which has increased the number of educational opportunities available to students with disabilities. At the same time, the Japanese education system is, increasingly, following the global trend of promoting English as a foreign language (EFL) education at every level of the education system. There are approximately 1.64 million visually impaired people in Japan. Of these, an estimated 187,800 are blind. Even as the disability rights movement in Japan advances its agenda of barrier-free access, the processes through which blind students learn (and can be taught) foreign languages has not been well described within the broader educational community. In this paper, I will present the results of an interview study conducted with student and teacher participants at a school for the visually impaired in Japan. In this study, I sought to address two research foci: 1) what best practices can support teachers in conducting classes with visually impaired students; and 2) how visually impaired students relate to and engage with their EFL classes. Through my analysis of the interview data, I identified three core themes: a) the importance of targeted needs analysis; b) the centrality of braille for equity and access; and c) a tension between traditional educational support systems for visually impaired students in Japan, and what contemporary students increasingly need.

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Differentiation strategies relating to the inclusion of a student with a severe visual impairment in higher education (modern foreign languages)

Cited by 11 publications

References 1 publication

Barriers and enablers for visually impaired students at a UK Higher Education Institution

Barriers and enablers for visually impaired students at a UK Higher Education Institution

Methodological Experience in the Teaching-Learning of the English Language for Students with Visual Impairment

EFL Education for the Visually Impaired in Japan: Data from Five Interviews

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