Teaching Russian as a foreign language to Czech students with visual impairments in the context of inclusive education

Task Stratification and Differentiation Strategies for Partially Sighted and Dyslexic Learners in Textbooks of Russian as a Foreign Language: An Italian Case Study of Non-Inclusive Learning/Teaching

“…However, there remains a shadowy area that has thus far been little studied: the content of RFL textbooks has not yet been analyzed from the point of view of inclusiveness, namely in relation to learners with special educational needs (SENs), that is, "with impairments that are seen as requiring additional support" (UNESCO 2017, p. 7), or specific learning disorders (SLDs), that is, "problems people encounter in learning that affect achievement" (APS n.d.). At present, especially in recent years, there is a growing interest in theoretical aspects related to inclusive education in the RFL field (see, among others, Sokolova and Balakova 2019;Pomarolli 2021), but textbooks remain in the margins of RFL research. This paper aims to analyze RFL textbooks for adolescent and adult learners commonly used in the Italian educational context to see whether and how task stratification and differentiation strategies (defined further below) are put in place for learners with SENs or SLDs.…”