Teaching Foreign Languages to Students with Disabilities: Initiatives to Educate Faculty

Assessing Disability‐Inclusive Language Teaching Methods with Multimodality and Universal Design Principles

“…I added viewing/seeing and touching as modes/senses as they add to the linguistic and cultural knowledge of a language learner. Viewing film or images sustains learning experiences for seeing learners, and through support of additional modes such as audio descriptions or a video transcript in braille they can be “identical whenever possible; equivalent when not” (Walters, , p. 440) or even overlap: “If a deaf student is watching a closed‐captioned DVD or video, for example, is that a listening activity or a reading activity?” (Lazda‐Cazers & Thorson, , p. 115). The combination of modes transgresses the efficacy of isolated modes/skills, as “[t]here is not only the issue of how modes work … but also the issue how they work together” (Rowsell, , p. 1).…”