Multidimensional Networks for Functional Diversity in Higher Education: The Case of Second Language Education

Abstract

This chapter provides a theoretical approach to the multidimensional relationship of the student with functional diversity with his/her own educational and sociocultural context. Inclusion is a key issue in a foreign language classroom where the ability to communicate is of paramount importance. Students with different special needs are bound to find challenges in those language skills that pose problems related to their functional diversity. In order to address these challenges, higher education institutions need to organize multidimensional networks that pay attention to the different stages, events, and situations of the educational process. Furthermore, the ability to communicate that students with functional diversity develop in the foreign language classroom may become an instrumental competence that will become useful for other subjects as well as to respond to daily life challenges. The theoretical model proposed here acknowledges that there are two paradigms that coalesce into a defined educational model. On the one hand, the syntagmatic paradigm ensures that subjects offered in the educational programs are designed bearing in mind the needs of students with functional diversity and are flexible enough to accommodate those needs. On the other hand, the organizational paradigm relates the needs of the students and their teachers to institutional services and protocols.

Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning

“…For this reason, institutions and the educative community have to be prepared to modify regular teaching programs, classes, working times, learning spaces (classrooms, offices, fields, etc. ), and technological support (Campoy-Cubillo, 2019). Furthermore, EFL teachers need to receive constant support and regular training in the field of special needs.…”

University research and practices in the field of special needs: an overview (Panorama de la investigación y prácticas universitarias en el ámbito de las necesidades especiales)

“…As Campoy-Cubillo (2019) states, students with special needs encounter multiple challenges in different spheres of higher education. In order to address these challenges, institutions of higher education have to organize multidimensional networks that attend to the different stages, events and situations within the educational process in relation to the different kinds of functional diversity.…”

“…Tal y como se señala en Campoy-Cubillo (2019), los estudiantes con necesidades especiales encuentran múltiples desafíos en diversos ámbitos de la enseñanza superior. Para abordar estos desafíos, las instituciones de educación superior deberían organizar redes multidimensionales que presten atención a las diferentes etapas, eventos y situaciones del proceso educativo en relación a los distintos tipos de diversidad funcional.…”

“…Las áreas cubiertas este número especial corresponden principalmente al paradigma organizativo de implementación de estrategias en NEEs en la educación superior (Campoy-Cubillo, 2019) y conducen a nuevas oportunidades para el desarrollo de un entorno universitario inclusivo donde los candidatos con necesidades especiales pueden demostrar sus habilidades. Esto es importante tanto desde una perspectiva sociológica como educativa.…”

“…The areas covered in this special issue primarily correspond to the organizational paradigm, entailing the implementation of SEN strategies in higher education (Campoy-Cubillo, 2019), and lead to new opportunities for the development of an inclusive university environment where candidates with special needs can prove their skills. This is important from both the sociological and educational perspective.…”