ICT in Teaching Foreign Languages to Adult People with Acquired Severe Visual Impairment

Malinovska, Olga; Ludíková, Libuše

doi:10.1016/j.sbspro.2017.02.096

Cited by 9 publications

(7 citation statements)

References 7 publications

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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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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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“…However, it should not be denied that there is also resistance to the use of information technology or the use of typhlo-technical tools [32] by students and teachers, as noted by [22], due to the lack of adequate planning.…”

Section: Ict For Educationmentioning

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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“…However, a common foreign language course may not be appropriate for a visually impaired person. Malinovská and Ludíková researched to see if new technologies can help visually impaired people learn a foreign language [17]. The study involved four visually impaired people aged 35 to 55 years old.…”

Section: Visual Impairment and Blindnessmentioning

confidence: 99%

“…On the one hand, these technological changes provide a larger and more stable platform for the integration of visually impaired people. On the other hand, language teachers often lack adequate methodology as well as knowledge of the capabilities of these individuals [17].…”

Section: Visual Impairment and Blindnessmentioning

confidence: 99%

ICTs in Inclusive Education for Sensory and Physical Disabilities

Anagnostopoulou¹,

Ntaountaki²,

Drigas³

2021

CEI

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The current paper examines the role of Information and Communication Technologies (ICTs) in the inclusion of students with sensory and physical disabilities. Our main goal is to present the importance of ICTs and highlight their contribution to the smooth and equal inclusion of these children in the educational system and society. Thus, the research team of this paper presents specific examples of ICTs that aid children with visual and hearing impairments and physical disabilities. We followed the method of bibliographic review of articles, focusing on articles from the last five years. However, we considered it necessary to include also some older articles for a more complete and accurate review of the topic. According to the results of the research, ICTs provide an attractive and supportive environment for the students with special needs as well as equal opportunities regarding their inclusion. Since we live in the world of information and the digital revolution, we have to adapt to modern reality and prioritize the use of ICTs in education. Lastly, ICTs help the students with sensory and physical disabilities to overcome the barriers that exist in traditional educational systems which would lead to the reduction of social exclusion.

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ICT in Teaching Foreign Languages to Adult People with Acquired Severe Visual Impairment

Cited by 9 publications

References 7 publications

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

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

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

ICTs in Inclusive Education for Sensory and Physical Disabilities

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