Teaching and Learning English for Visually Impaired Students: An Ethnographic Case Study

Susanto, Susanto; Nanda, Deri Sis

doi:10.25134/erjee.v7i1.1530

Cited by 23 publications

(31 citation statements)

References 10 publications

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“…In addition, the result of this study was also supported by a research from Susanto & Nanda (2018) which found that visually impaired students actually can have unique ways of learning foreign language supported by the assistive technology. In relation to assistive technology, it was also used by the teacher in SLB Negeri 1 Tabanan in the form of JAWS application.…”

Section: Figure 2 Braille With Pen Regletsupporting

confidence: 68%

“…The last is use the name of the pupil's or students during class discussions so that the individual knows who is talking. Basically, visually impaired students pose difficulties in learning foreign language since human vision serves as a major stimulus for learning a language Agesa & Arslantaş (in Susanto & Nanda, 2018). Without vision, the students rely on the remaining senses of hearing and motor-kinesthetic feedback in learning.…”

Section: Introductionmentioning

confidence: 99%

“…So, they are required to be creative and to have a good preparation in teaching reading to visually impaired students in the classroom. In teaching and learning the language, at least there are two basic barriers found in the classroom Susanto & Nanda, (2018). The first is when the teaching materials are sight based lessons.…”

Section: Introductionmentioning

confidence: 99%

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Strategies in Teaching Reading to Visually Impaired Students

Setiawan

Adnyani

Suprianti

2020

JPBI

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This study aimed to determine the strategies that are used in teaching reading to visually impaired students and the challenges in teaching reading to visually impaired students in SLB Negeri 1 Tabanan. The research design used was a descriptive qualitative design. Subject of the study was the students with visually impaired in SLB Negeri 1 Tabanan which amounted 5 students. Data were collected by video recording, field note, and interview. Then, data were analyzed qualitatively. The results showed that (1) the English teacher used six strategies in teaching reading to visually impaired students in SLB Negeri 1 Tabanan, namely reading paper strategies (paper braille with pen reglet), reading e-text strategies (regular e-text with JAWS application), tracking support with JAWS application, auditory support (in the form of words and sentences level by using JAWS application), auditory strategies (live reader with a story entitled My School and live reader with multiple choice quizzes), and digital audio (files with a story entitled My School). (2) There were some challenges in teaching visually impaired students in SLB Negeri 1 Tabanan. One of them was the students were lack of vocabularies, so they could not response the lesson as good as normal students and the teacher needed longer time to teach those students. Second, the visually impaired students could not learn or did something individually, so they always needed assistance from the other people because visually impaired students could not see object around clearly. The last, the teacher looked a little difficult when showing an object to the students, because of the visual limitation experienced by students. It is suggested more strategies, software and application could be used to teach visually impaired students, and there will be more training or workshop for teachers so they have more experiences in dealing with students with special needs. Keywords: Strategies in Teaching Reading, Visually Impaired students

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Section: Figure 2 Braille With Pen Regletsupporting

confidence: 68%

Section: Introductionmentioning

confidence: 99%

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Strategies in Teaching Reading to Visually Impaired Students

Setiawan

Adnyani

Suprianti

2020

JPBI

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“…In the course of the study, the authors analyzed publications and didactic materials related to the methodology of teaching foreign languages to students with different educational needs. The problem of inclusion of blind and visually impaired people is widely covered in the literature on teaching foreign languages to people with disabilities [5][6][7], which deals with the possibility of using technical means of training [8] and the Internet [9], the peculiarities of the educational process adaptation [10], inclusion strategies and foreign language teaching technology to this category of students [11]. It should be particularly noted that some authors do not refuse to use tactile manuals written in Braille, especially for the study of vocabulary and grammar [12], and offer a methodological model of teaching foreign language for students with special educational needs [13].…”

Section: Resultsmentioning

confidence: 99%

Impact of inclusive education on improving the quality of life of totally blind students

et al. 2021

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The desire of contemporary society to improve the quality of life through the organization of wider access to education for people with disabilities raises several issues concerning the conditions for organizing inclusive education. In the article based on theoretical analysis and practical experience in implementing five-year research and educational project in cooperation with the Moscow City University, the hypothesis is substantiated that using specially developed didactic materials, individual training of applicants according to an adapted curriculum, and adaptive teaching methods, it is possible to ensure successful foreign language training of a foreign language teacher for blind and visually impaired adults enrolled in the inclusive education in an undergraduate program. The purpose of the study is to find the possibilities of teaching a foreign language to totally blind adults studying in an inclusive educational environment of a higher educational institution with the subsequent successful implementation of their professional activities. The scientific novelty of the research is seen in the development and testing of a model of methodically substantiated professionally-focused educational trajectory of foreign language education for totally blind adults studying at the university. Using classical research methods, such as the study of scientific literature and accumulated methodological experience, trial training, observation, and questionnaires, the researchers came to conclusions about the feasibility and productivity of the proposed approach to teaching English to blind students in an inclusive environment, contributing to a more effective professional training of people with disabilities, improving their self-esteem, better adaptation to life, as well as professional and personal advancement of all participants in the educational process.

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“…Nonetheless, the extent of their usefulness or effectiveness is still inconclusive. In their study, Susanto and Nanda (2020) reported that the visually impaired students in Bandar Lampung, Indonesia received inadequate modifications of instruction in English language learning [16]. However, to compensate for the shortcomings, the students took advantage of technology like the screen reader technology or NonVisual Desktop Access (NVDA) and Job Access with Speech (JAWS).…”

Section: Visually Impaired Language Learners and Assistive Technologymentioning

confidence: 99%

Documenting a Visually Impaired Learner’s Experience Using Audible During COVID-19 Pandemic

Ramli¹,

Othman²,

Kasim³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Language instructors face various challenges in fulfilling their tasks. Addressing students' special needs with different needs is one of the greatest challenges confronting them. Such a challenge could be even more daunting when there is little support provided by the institution for special needs students. This paper focuses on documenting how a visually impaired language learner uses available technology to assist him in attending a language course at the tertiary level. This paper highlights several advantages as well as disadvantages of an application called Audible from the perspective of a visually impaired language learner. Apart from that, the student's hopes and expectations related to the application were also recorded. This documentation may help enlighten relevant parties, including language instructors, application designers, or even policymakers, on the challenges faced by visually impaired students in learning. This, in turn, will help the relevant parties to provide better assistance to the students.

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Teaching and Learning English for Visually Impaired Students: An Ethnographic Case Study

Cited by 23 publications

References 10 publications

Strategies in Teaching Reading to Visually Impaired Students

Strategies in Teaching Reading to Visually Impaired Students

Impact of inclusive education on improving the quality of life of totally blind students

Documenting a Visually Impaired Learner’s Experience Using Audible During COVID-19 Pandemic

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