Towards the Inclusion of Students with Disabilities: Accessibility in Language Courses

Gallego, Muriel; Busch, Carey

doi:10.1007/s10755-015-9321-z

Cited by 9 publications

(15 citation statements)

References 12 publications

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“…Therefore, these students should not be excluded from L2 classes especially nowadays that learning at least one foreign language is considered imperative in the modern multi-cultural societies not only for typical students but also for students with LD. Inclusion of these students in the L2 classes will not only help them expand their linguistic knowledge but also enhance their feelings of acceptance and involvement into the learning process regardless of the level of achievement (Gallego & Busch, 2015).…”

Section: Discussionmentioning

confidence: 99%

Cross-Linguistic Skills Transfer from the Second/Foreign Language to the First among Students with Learning Disabilities after an Intervention Program in the Second Language

Ανδρέου¹,

Segklia²

2019

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Cross-linguistic skills transfer from the first language (L1) to the second/foreign language (L2) has been widely investigated and the impact of L1 on L2 learning has been documented. On the other hand, there are few studies that have investigated the reverse transfer of skills that are from L2 to L1. These studies support the CRT hypothesis which claims that such a transfer exists and that when an intervention program for the improvement of specific linguistic skills in L2 is applied in children with learning disabilities there is an improvement of the same skills in their L1, except for spelling skills (Abu-Rabia & Bluestein-Danon, 2012; Abu-Rabia, Shakkour, & Siegel, 2013). In the present study, a linguistic skill transfer from L2 (English) to L1 (Greek) is investigated, after an intervention in the L2, among secondary school students with learning disabilities (LD). The students (mean age 13.6 years old) were divided into an experimental group which received an intervention in L2's decoding and spelling skills and also into a control group which did not receive any intervention. Both groups were tested in their decoding reading skills and spelling in both languages. Our results showed that there was a transfer from L2 to L1 for decoding skills in the intervention group but not for spelling. These findings are in line with the CRT Hypothesis giving support to a linguistic skill transfer from L2 to L1, except for orthographic knowledge which seems to be language specific.

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Section: Discussionmentioning

confidence: 99%

Cross-Linguistic Skills Transfer from the Second/Foreign Language to the First among Students with Learning Disabilities after an Intervention Program in the Second Language

Ανδρέου¹,

Segklia²

2019

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“…It often falls to language program administrators to raise awareness of the presence of SWDs and train teachers to accommodate them (Gallego & Busch, 2015), as has been the case with EDC program managers. Beyond the types of collaboration that occur among MT members as part of IEP implementation, further collaborative efforts are made both within and outside the university.…”

Section: Ongoing Collaboration and Developmentmentioning

confidence: 99%

Collaborative Support for Students With Disabilities

Young

Schaeffer

2019

PCP

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The Act on the Elimination of Disability Discrimination, which took effect in 2016, stipulates that institutes of higher education in Japan should provide reasonable accommodations for students with disabilities (SWDs). Foreign language programs are no exception; however, language teaching professionals commonly lack the background, knowledge, or training to best serve SWDs. As the number of SWDs enrolled in higher education in Japan continues to rise, there is an ever-growing need for collaboration between program administrators, disability specialists, and teachers in order to meet a diversity of student needs. Rikkyo University’s Center for English Discussion Class employs an 8-stage framework modified from Ortiz & Yates (2001) that emphasizes collaboration within Multidisciplinary Teams to provide a continuum of services to SWDs. The nature of this collaboration and results from a questionnaire of the framework’s efficacy from the teachers’ standpoint are shared and discussed. 障害者差別解消法は2016年に施行され、日本の高等教育機関が障害学生（SWDs）に対し合理的配慮をすることを義務づけている。語学機関も例外ではない。しかし、語学教員は、SWDsに対応するための知識や訓練等を欠くことが多い。日本の高等教育機関のSWDsの入学率が上昇し続ける中、語学教育機関の管理職、障害のスペシャリスト、そして教員が協力し、学生の多様なニーズに答える必要性は高まりつつある。立教大学英語ディスカッション教育センターは、SWDsに途切れのないサービスを提供するために、学際的チーム内のコラボレーションを強調したOrtiz & Yates（2001）の８段階のフレームワークを修正し、用いた。このコラボレーションの特徴と教員の立場からのフレームワークの有効性に関するアンケートの結果を共有し、考察する。

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“…What is more, while a significant number of TAs (45.3%) claimed to have a certain degree of confidence concerning their knowledge of policies and legal mandates, a similar percentage indicated uncertainty regarding the referral procedures and about ways that they might gain students’ trust, overcome the fear of implementing accommodations in an improper manner, and handle individual cases (p. 393). In an additional study, TAs appeared to be implementing accommodations without supervision and making decisions without consultation with experts in accessibility services or their LPD (Gallego & Busch, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…1 Given what is often the very limited scope and duration of TAs’ professional pedagogical training, a substantial amount of a new TA's professional development happens fortuitously (Boyd & Boyd, ; Weimer, Svinicki, & Bauer, ), including, for example, questions about how to support diverse learners within the student body, approaches to differentiating instruction, or compliance with legal mandates determined by the Americans with Disabilities Act of (PL 101‐336) and Section 504 of the Rehabilitation Act of (PL 93‐112). American institutions of higher education make accessibility training available, primarily for full‐ or part‐time faculty and instructors (Cook, Rumrill, & Tankersley, 2009; Gallego & Busch, , ; Salzberg et al, ; Snyder & Dillow, ). However, the effectiveness of the training is often limited and rarely directed toward TAs (Gallego & Busch, , ; Houck, Asselin, Troutman, & Arrington, ; Rao & Gartin, ; Scott & Shaw, ; Sparks, ).…”

Section: Introductionmentioning

confidence: 99%

“…American institutions of higher education make accessibility training available, primarily for full‐ or part‐time faculty and instructors (Cook, Rumrill, & Tankersley, 2009; Gallego & Busch, , ; Salzberg et al, ; Snyder & Dillow, ). However, the effectiveness of the training is often limited and rarely directed toward TAs (Gallego & Busch, , ; Houck, Asselin, Troutman, & Arrington, ; Rao & Gartin, ; Scott & Shaw, ; Sparks, ). This study explored incoming TAs’ understanding of and level of readiness to implement accommodations both before and after participating in a specifically designed training program facilitated jointly by staff from Student Accessibility Services and the Language Program Director (LPD) at a public 4‐year university in the Midwest.…”

Section: Introductionmentioning

confidence: 99%

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Preparing Teaching Assistants to Work With All Learners: The Impact of Accessibility Training

Gallego

Busch

2017

Foreign Language Annals

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This study investigated the impact of accessibility training on incoming teaching assistants’ (TAs) awareness of and preparation to implement academic adjustments and accommodations for students with disabilities. Pre‐ and postworkshop questionnaires and data gathered from weekly in‐service group discussions indicated that TAs’ knowledge of and confidence in implementing accommodations increased, as well as their awareness concerning legal mandates and accessibility issues in general. Recommendations regarding the training and mentorship of TAs are offered.

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Towards the Inclusion of Students with Disabilities: Accessibility in Language Courses

Cited by 9 publications

References 12 publications

Cross-Linguistic Skills Transfer from the Second/Foreign Language to the First among Students with Learning Disabilities after an Intervention Program in the Second Language

Cross-Linguistic Skills Transfer from the Second/Foreign Language to the First among Students with Learning Disabilities after an Intervention Program in the Second Language

Collaborative Support for Students With Disabilities

Preparing Teaching Assistants to Work With All Learners: The Impact of Accessibility Training

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