integrating a blind student into the efl class
TRANSCRIPT
Integrating a blind student into the EFL
class
Robert J. Lowe, Tokyo Kasei University
Have you ever taught a student with disabilities?
Discussion Question
In 2014 I was tasked with integrating a blind student into my class.
Small group of 8 university students studying a discussion course.
No real background in teaching students with disabilities.
Situation
Cambridge CELTA (2008). Trinity DipTESOL (2011). MA Applied Linguistics (2012). Currently studying a PhD in Applied Linguistics.
Background related to teaching students with disabilities – None.
My professional and academic background
Very little literature to draw upon. A lack of colleagues or line managers with experience who can help and advise.
Lack of braille materials, plus translations take a long time to prepare.
Lack of teacher training for students with
special needs.
Problems facing EFL teachers tasked with teaching a blind student
Panicked. Consulted the literature – there was hardly any.
Started engaging in action research. Experimented with several different ways of teaching the lessons. Came up with a number of general principles for integrating blind students into the class.
How I dealt with the situation
Materials
Classroom management
Sensitivity
Recommendations – 3 sections
Don’t make things too text heavy. Spend some time with the student before the class finding that day’s material.
Reinforce everything orally – whatever you write should also be said.
Leave time for note-taking. Learn about the student’s computer software.
Materials
Keep the classroom setup the same from week to week.
Maintain routine (even if the student is absent).
Use student names continually. Be careful about who you partner students with.
Classroom Management
Don’t over-support. It’s a natural impulse, but is not necessary – give other students the chance to help before jumping in.
Don’t exclude from the classroom dialogue – I was concerned the student would be unable to read her braille materials out loud. She could, of course!
Sensitivity
In 2014, the number of students with disabilities in Japanese universities was 13,449 out of a total of 3,213,518, or 0.42% of all students (Japan Student Services Organization, 2014) .
In 2013 the Japanese Act on the Elimination of Disability Discrimination was passed.
Mandates support and accommodation for students with disabilities at public universities, and encourages private universities to comply.
Why does it matter?
Tokyo Foundation Policy Proposal on Higher Education for Individuals with Disabilities argued that “assistance for students with disabilities can be enhanced by nurturing faculty members with specialized knowledge and skills.”
Should this be a part of CPD?
A part of Continuing Professional Development?
Often focuses on improving teaching skills. Workshops from invited speakers. In-house faculty development sessions. Individual action research. I conducted individual action research, but this may not be appropriate for whole faculty development – too specific.
CPD for ELT programs
Should special needs teacher training be a part of CPD?
How could this be achieved?
Discussion Questions
Robert J. [email protected]
[email protected] @teflology
Lowe, R. (2015). Integrating blind students in the EFL classroom. English Teaching Professional 99.
Lowe, R. (2015). Special needs training in ELT programs as a part of continuing professional development. OnCUE Journal
9.1.
Thank you for listening!