Measures for inclusion: coping with the challenge of visual impairment and blindness in university undergraduate level language learning

Abstract

This paper develops from previous research (Orsini‐Jones et al., 2005) and reports on the experience of three students, two visually impaired and one blind, reading languages at Coventry University, on the adjustments made to meet their needs and on the challenges encountered on their learning journey both from their point of view and from the point of view of the staff involved. It focuses on three students' experience of their languages course and considers the challenges they met in each of their years of study. It concludes by evaluating these students' language learning journey at Coventry University, reporting on their feedback on their experience and on whether or not they feel that staff have successfully catered for their individual needs. It is argued here, as in the previous related work (Orsini‐Jones, et al., 2005) that ‘there still exists some tension between the reasonable anticipatory adjustments that lecturers can put in place and the necessary ad hoc ones that will be needed for a disabled student with very specific needs’.

‘It’s better if someone can see me for who I am’: stories of (in)visibility for students with a visual impairment within South African Universities

“…These results coincide with various previous research (e.g., Jacklin 2010; Jacklin, Robinson, O’Meara and Harris 2006; Magnus and Tøssebro 2013; Orsini-Jones 2009). These studies showed that, despite the potentially grave academic implications, many disabled students decide not to disclose their visual impairment.…”

Experiences of students with visual impairments in higher education: barriers and facilitators

“…In the same study, students with VI indicated that they felt they had to hide their own disabilities, either partially or fully, in order to be accepted by a peer group without disabilities, and that they wanted to have the approval of this group. On the other hand, if students hide their disabilities, this can mean that they lose access to the help and resources to which they are entitled in higher education (see Getzel & Thoma, 2008;Lourens, 2015;Orsini-Jones, 2009). This also suggests that students with VI face a greater risk of exclusion by their peers (see Heppe et al, 2020).…”

Görme Engelli̇ Bi̇reyleri̇n Yabanci Di̇l Keli̇me Bi̇lgi̇leri̇ni̇n Geli̇şti̇ri̇lmesi̇: Tasarim Tabanli Araştirma Yaklaşimi

“…Kelimelerin telaffuz ve okunuşlarını öğrenmedeki zorluk görme engelli bireylerin yabancı dil eğitiminde karşılaştığı bir diğer önemli sorundur. Alan yazında bu konuda yapılan çalışmalar görme engelli bireylerin yaşadıkları zorlukları ortaya koymuştur (Orsini-Jones vd., 2005;Orsini-Jones, 2009;Papadopoulos vd., 2009). Orsini-Jones ve diğerleri ( 2005) yürüttükleri araştırmada görme engelli öğrencilerin yabancı dil öğrenirken yeteneklerini geliştirmede ne tür problemlerle karşılaştıklarını tespit etmeye çalışmışlardır.…”

“…Bu bireylerin görme kaybından dolayı yaşadığı olumsuzluklara ek olarak günümüz rekabetçi yaşam şartları da birtakım olumsuzlukları beraberinde getirmektedir (Presley ve D'Andrea, 2009). Bu olumsuzluklar, görme engelli bireylerin bilgiye erişim sağlayamaması (Lewis, 2010) ve kelimelerin telaffuz ve okunuşunu öğrenmede zorluk yaşaması (Orsini-Jones vd., 2005;Orsini-Jones, 2009;Papadopoulos vd., 2009) şeklinde iki grupta değerlendirilebilir.…”