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Файл:Обучение иностранным языкам в условиях инклюзии. Teaching foreign languages in the inclusive classroom. Учебное пособие
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4. INCLUSION FOR LEARNERS
WITH SENSORY IMPAIRMENTS
4.1. Learning Environment
Successful education for children with special educational needs can
be achieved through a tailored learning environment for children with disabilities. The requirements for such environments vary from country
to country.
According to Public Law 94–142 in the UK, the child must be educated
in their least restrictive environment. Least restrictive environment refers
to the objective of maintaining the greatest degree of freedom; selfdetermination; dignity; and integrity of body, mind, and spirit for the individual while he or she participates in treatment or receives services [Borich,
1997].
Least Restrictive Environment (LRE) means that:
– any placement outside the general education classroom must be justified by the child’s individual disability-related needs;
– students must have meaningful access to same age peers without disabilities, when appropriate;
– schools must consider providing any needed services in both the general education classroom and other integrated settings.
In accordance with Order N 1309/2015 of the Ministry of Education and
Science of the Russian Federation, as well as Procedures N 1309/2015, procedures have been approved to ensure accessibility of educational facilities
and services for individuals with disabilities, including non-residential
buildings, premises, buildings, facilities, and education services. Since
2016, 26 federal, 85 regional and over 2,000 municipal roadmaps for the
gradual development of barrier-free environments have been implemented
to increase accessibility of public infrastructure, in line with the measures
41
of the Accessible Environment state programme for 2011–20, approved
by Decree N 363/2019
35
.
Federal State Educational Standard of the Russian Federation (FGOS)
requires each school to provide a comfortable corrective and developmental
educational environment for students with disabilities, taking into account
their special educational needs.
The learning environment for students with SEN should prioritise development and also be adaptable to meet their needs. The adaptable environment should fulfil certain functions: educational, developmental, nurturing, stimulating, mental health maintenance and communicative [Маркова,
2005].
The educational function is to ensure that the disabled child has equal
educational opportunities.
An adaptable learning environment assists students with disabilities to
receive a quality education, allowing them to express his or her own personality during learning activities. This environment fosters cognitive and social development, providing a foundation for an independent future where
they can assess their abilities correctly and connect personal interests with
those of society. An adaptable learning environment facilitates the adaptation of educational technologies to the peculiarities of the mental and physical development of a child with disabilities.
The developmental function of the adaptable educational environment
assists students with disabilities to learn, to acquire knowledge, it facilitates
social and personal development. Children with disabilities develop the necessary communication skills needed to build interpersonal relationships with
peers and adults.
Another important function of an adaptable learning environment is to
provide nurturing. Inclusive education facilitates the acquisition of acceptable social behaviour, cooperation skills with peers and positive personal
qualities among children with disabilities. Children are also taught moral
norms, how to treat objects around them, a caring attitude towards people
around them.
35
Об утверждении государственной программы Российской Федерации
«Доступная среда» : Постановление Правительства РФ от 29 марта 2019 г.
№ 363 [утв. постановлением Правительства Российской Федерации
от 11 апреля 2019 г. № 363/2019]. – Текст: электронный // Гарант : информационно-правовой портал. – Москва, 2023. – Загл. с титул. экрана. – URL:
https://www.garant.ru/products/ipo/prime/doc/72116666/
42
A range of resources within the adaptable learning environment encourages a child with a disability to choose an independent activity appropriate
to their interests and needs. Consequently, this stimulates the growth of their
interests, considering both the nature and content of the activity.
The maintenance of mental health function suggests that the environment should be designed to increase positive emotions in a child with a disability.
The communicative function of the adaptable environment aims to enhance the communication skills of disabled children, specifically focusing
on dialogic interaction, speech etiquette, and other skills necessary for interaction with peers and adults [Полуянова и др., 2021].
Each adaptive learning environment should be represented by specific
zones: learning, information, play, art, green and remedial areas [Будникова,
2017].
In accordance with the Law “On education of the Russian Federation”
N 273/2012, a learning environment for students with SEN must have an
assistant. Their role involves providing technical assistance to students and
facilitating group and individual remedial sessions.
A tutor (assistant) is a teacher who helps students with special needs or
disabled to study and fulfil the national standards educational requirements
(FGOS)
36
. 1 tutor assists 1–6 students with special needs, as recommended
in the requirements of the PMPC. As a general rule, inclusive schools lack
the budget for such specialists. However, these specialists are crucial because, in a typical class of 25–30 students, tutors assist teachers in managing
the class. The learning support assistants could be hired by the school administration (if the school budget permits), or provided by the parents
or organisations, who support inclusion of special needs kids on a grant basis. In case of the inclusion of visually impaired or other students with serious physical disabilities, the assistant’s role is crucial for the outcomes
of learning and socialisation of a student
36
О сопровождении образования обучающихся с ОВЗ и инвалидностью:
Письмо Министерства просвещения РФ от 20 февраля 2019 г. № ТС-551/07. –
Текст: электронный // Консультант Плюс : информационно-правовой портал. –
Москва, 2023. – Загл. с титул. экрана. – URL: https://www.garant.ru/products/
ipo/prime/doc/72084878/
37
Global Education Monitoring Report 2021. – Text : electronic // UNESCO
official site. – URL: https://gem-report-2020.unesco.org/wp-content/uploads/2021/
02/Russian_Federation.pdf (access date: 05.05.2023).
37
.
43
4.2. Learning Environment for Sensory Impaired Students
The sensory challengers are usually a loss of either hearing or vision or,
more rarely, both, and lead to learners being served by special educational
programmes.
A person who cannot hear as well as someone with normal hearing, indicated by hearing thresholds of 20 dB or better in both ears, is diagnosed
with hearing impairment. Hearing impairment may be mild, moderate, severe, or profound. Hard of hearing or hearing impaired refers to students
with hearing loss ranging from mild to severe, only those with nearly complete loss are called deaf.
Hard of hearing students may opt to use auditory devices, including
hearing aids, FM systems, cochlear implants, and/or other assistive listening
devices, to improve their auditory experience.
Depending on the degree of visual impairment, students may be described as blind or visually impaired (“low vision”).
The following categories of individuals with visual impairment are distinguished:
1. Blindness refers to a condition where a person has any of the follow-
ing conditions, following best correction:
– total lack of vision or;
– visual acuity that does not surpass 3/60 or 10/200 (Snellen) in the better eye or;
– limitation of the field of vision that subtends an angle of 10 degrees
or less.
2. Low vision is a condition whereby an individual experiences visual
impairment, specifically:
– visual acuity that does not surpass 6/18 or 20/60 and is below 6/60
or 20/200 (Snellen) in the better eye with corrective lenses or;
– the limitation of the field of vision that subtends an angle above
10 degrees but less than 40 degrees.
There are no specific recommendations in Russia as to how to develop
a barrier-free environment for sensory impaired students but most educational establishments use the documents designed some time ago, such
as the Letter of the Ministry of Health Protection and Social Assistance
dated 2012, N 30-7/10/2-3602 (methodological recommendations)
38
О методических рекомендациях, нацеленных на устранение наиболее
часто встречающихся барьеров на пути следования инвалидов и других мало-
38
.
44
These recommendations propose means of adapting the information environment to cater for the requirements of students with visual and hearing
impairments:
– for visually impaired students the internet sites of the organization
must be adapted to meet the international WCAG (Web Content Accessibility Guidelines) standards, the information on the billboards must be available in Braille, audio files of the main documents must be available etc.;
– for hearing-impaired students, written translations of announcements
must be displayed on monitors. Additionally, during meetings, it is necessary to provide headphones or sign language translations.
Ganschow and colleagues grouped assistive technology devices for visually impaired students into three categories: low-tech, mid-tech and hightech [Ganschow, 2001].
Low-tech devices are usually non-electronic and easy to use as involve
little or no training. They are widely available with low cost and little
maintenance (e.g., pencil grips, highlighter tape or pens, and adapted furniture).
Mid-tech devices are easy to operate electronically with minimal training and require basic maintenance. Mid-tech devices are commercially
available and generally moderately priced (e.g., adapted keyboards, electronic dictionaries, and tape or digital recorders).
High-tech devices involve complex electronics and usually contain microcomputer components for storage and retrieval of information. High-tech
devices are expensive and require ongoing maintenance and extensive
training (e.g., word prediction software, talking calculators, and hearing aid
and/or assistive listening device).
All of the assistive technologies described above can be used in inclusive
settings for students with visual impairments. Some important steps for the
implementation of assistive technology in inclusive education are as follows:
1. Understanding the assistive technology.
2. Identifying the need of students.
3. Selecting the right assistive technology.
4. Planning for the effective use of assistive technology.
5. Training for the use of assistive technology [Maurya, 2018].
мобильных групп населения при посещении административных зданий и служебных помещений : Письмо Министерства здравоохранения и социального
развития РФ от 11 апреля 2012 г. № 30-7/10/2-3602.– Текст: электронный //
Гарант : информационно-правовой портал. – Москва, 2023. – Загл. с титул.
экрана. – URL: http://base.garant.ru/70216056/
45
4.3. Teaching Foreign Languages to Hearing Impaired Students
Learners with mild hearing impairments may need no more assistance
than a seat at the front of the room; those with profound deafness, on the
other hand, may communicate entirely in sign language.
Adjustments in teaching students with hearing loss are relatively easy to
make though they do require deliberate actions or choices by the teacher and
by fellow students. The following strategies make good advice for teaching
hearing disability:
1. Take advantage of the student’s residual hearing. Seat the student
close to you if you are doing the talking, or close to key classmates if
the students are in a work group. Keep competing noise, such as unnecessary talking or whispering, to a minimum (because such noise is especially
distracting to someone with a hearing loss). Keep instructions concise
and to-the-point. Ask the student occasionally whether he or she is understanding.
2. Use visual cues liberally. Make charts and diagrams wherever appropriate to illustrate what you are saying. Look directly at the student when
you are speaking to him or her (to facilitate lip reading). Gesture and point
to key words or objects – but within reason, not excessively. Provide
handouts or readings to review visually the points that you make orally.
3. Include the student in the community of the classroom. Recruit one or
more classmates to assist in “translating” oral comments that the student
may have missed. If the student uses sign language at home or elsewhere,
then learn a few basic, important signs of SL yourself (“Hello” “Thank you”
“How are you?”). Teach them to classmates as well [Seifert, 2009].
Having a hearing impairment makes deaf students use different methods
of communication. The most common is sign language, another is finger
spelling, which is the spelling of letters using a manual alphabet, and the
third is lip reading. I. Rohmani in her research “The Communication Methods in English Classroom for Indonesian Deaf Students” comes to the following conclusion. The use of national sign language and lip-reading predominate in teaching English. However, lip-reading turns out to be difficult
and not sufficient for the difference in pronunciation of words in L1 and L2.
Also, a lot depends on the teacher: it is important for them to always look
for new materials to improve the comprehension of deaf students in class
and to exchange ideas and guidance with other teachers to enrich their skills
in teaching deaf students.
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The researcher also offers several recommendations to be used when
teaching English. Firstly, a hearing person should speak slowly and distinctly, without opening the mouth too wide or too narrowly. Secondly, rearranging the seating arrangement to allow the deaf students a clear view of
the speaker's face may enhance their comprehension of the speech. Another
method is to use pictures when explaining vocabulary to deaf students
[Rohmani, 2018].
In their research, K. Csizér, E. Kontra point out that the foreign language learning experiences of deaf and hard of hearing students are full
of challenges and setbacks, despite their motivation and eagerness to learn
foreign languages. At the micro level, what distinguishes this group from
their hearing peers is primarily the lack of a solid L1, a language acquired
in the course of primary socialisation within the family, in other words,
the period from birth to just before formal schooling and literacy enter children’s lives. Since “a strong foundation is necessary for the transfer of skills
to an L2”, deaf and hard of hearing people experience the consequences
of a lack of a solid L1 throughout their foreign language learning career.
Hard hearing students were also asked in a variety of ways about good language learning strategies, but few were able to elaborate on this topic.
The majority seemed to be more teacher dependent in their learning, carrying
out the tasks set by the teacher. The few who were more autonomous and eager to improve their skills mentioned a variety of strategies, from convention-
al memorisation of vocabulary to reading bilingual books, watching films
with English subtitles, looking up the meaning of words in a monolingual
electronic dictionary, using a mobile application for lexical development,
and hiring a private tutor to improve writing skills [Csizér, 2020].
The statistical results of the research conducted by F. G. Birinci and
their colleagues indicated that the use of visual materials together with sign
language is more effective in teaching vocabulary than the use of sign language alone. The authors concluded that the vocabulary teaching process
should be enriched with the use of visual materials as much as possible in
teaching deaf EFL learners, as this method can be used effectively for deaf
learners who have poor verbal memory but better visual memory [Birinci,
2021].
T. Herring and M. L. Woolsey proposed three strategies to increase the
activity of deaf students in the foreign language classroom. These are choral
responding, response cards, and peer tutoring [Herring, 2020].
Choral responding is best suited for curriculum content that meets the
following criteria: (1) answers are short and simple, (2) there is only one
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correct answer per question, and (3) questions and answers can be presented
at a fast pace [Heward, 1994.]. Teachers of the deaf or mainstream teachers
with D/HH children in their classrooms can use choral responding for a variety of lessons, including math facts, identifying parts of speech and answering simple questions. The teacher’s signal can be visual, such as lowering or clapping hands, and the students’ responses can also be visual, using
hand signs (for example, “Which is the correct answer? A...B...C...D, show
me your hand signals”). It may take some practice to learn to synchronise
responses, but with time and practice it should be a successful method of
monitoring students’ responses to discrete prompts.
Response cards (RC) provide the students with the opportunity to respond to each question and likewise provide the teacher with the opportunity to monitor mistakes and correct them immediately.
There are two types of response cards, pre-printed and write-on.
The teacher can print pre-defined answers on laminated paper (e.g.
true/false, yes/no, colours, numbers and other discrete answers) or allow
students to write individual answers on whiteboards. To use answer cards
effectively, the teacher creates a question bank, preferably on a PowerPoint
presentation, so that all students can read the questions at the same time.
Students are instructed to put their cards on their desks. The teacher asks
the students to read the question or the teacher can read/sign the question
for the students, depending on the students’ needs. When all students are
looking at the teacher, the teacher asks students to think about their answer.
Students keep their answer cards on their desks until they see the teacher’s
signal. On the teacher’s signal, all students raise their cards. The teacher can
see all the students’ answers to the question at once and see who has the correct answer and who does not. To reinforce learning, the teacher can call on
a student who has answered correctly and ask them to explain their answer,
thereby reinforcing the concept.
Response cards require very little in regards to adaptations to use with
students who are D/HH. Response cards could even the playing field in an
inclusive classroom with both deaf and hearing students. Many deaf students feel inhibited to speak up in class especially if they have to use an interpreter to voice for them.
In tutoring systems, all students are paired for tutoring and tutoring
is reciprocal. Tutors are trained to give immediate feedback on their tutees’
academic responses. Halfway through the tutoring period, the students
switch roles and the student who was the tutor becomes the tutee.
Herring-Harrison et al described how to adapt peer tutoring materials
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and training protocols to fully include deaf and hard of hearing students
as active participants in a peer tutoring programme. Strategies include creating a card holder for students that allow the tutor to use both hands to communicate in sign language while holding the peer tutoring cards upright.
Other adaptations include the use of pictures and icons of national sign language signs as a visual reference for tutors and the use of visual timers
so that students do not have to rely on the teacher to tell them when
it is time to switch roles [Herring-Harrison, 2007].
4.4. Teaching Foreign Languages to Visually Impaired Students
In general, the advice for teaching students with mild or moderate visual
impairment is similar to that for teaching students with hearing loss, although
there are obvious differences due to the nature of the students’ disabilities.
Make use of the student’s residual vision. If the student still has some
useful vision, place him or her where he or she can easily see the most important parts of the classroom – whether this is you, the blackboard, a video
screen, or particular classmates. Make sure the classroom, or at least the
student’s part of it, is well lit (good lighting makes reading easier for people
with low vision). Make sure that handouts, books and other reading materials have good, sharp contrast (also helps if you have a visual impairment).
Make liberal use of non-visual information. Remember that you cannot
expect a student with a visual impairment to learn information that is inherently visual, such as the layout of the classroom, the appearance of photographs in a textbook, or the plot of a video. Explain this to the student in
some way. Use hands-on materials wherever possible, such as maps printed
in three-dimensional relief or with different textures. If the student knows
how to read Braille (an alphabet for the blind that uses patterns of small
raised dots on a page), have them do so.
Include the student in the classroom community. Ensure that the student
is as integrated as possible into the social life of the class. Recruit classmates to help explain visual material when necessary. Learn some basic
Braille and encourage classmates to do the same, even if none of you will
ever be as proficient as the student [Seifert, 2009].
In the 1960s, under the influence of behaviourist views, the audio-
lingual method was developed with the aim of mastering four skills in a sequence from listening and speaking to reading and writing. The core of this
method is the development of correct linguistic habits, which consist of unthinking and automatic multiple repetition, remembering and memorising
49
of linguistic material. The method was used in schools for the blind and visually impaired. Techniques typical of the audio-lingual method include re-
peating and memorising dialogues and responding to the interlocutor’s
questions in a specific way. Before introducing the vocabulary and grammar
of a foreign language, the participants are introduced to the phonetic system
of a language and familiarised with issues such as the articulation of individual vowels and consonants and combinations of sounds. As far as language skills are concerned, the course primarily develops the ability
to speak and listen using ready-made phrases. Writing and reading skills
are also developed through the use of Braille [Małgorzata, 2018].
A. Dunlea claims that the innate nature of blindness means that the interpretation of concepts by blind people may differ from that of sighted
people. A. Dunlea showed that students, who have limited access to tangible
or visual features of objects in the external world, have difficulty with nonabstract concepts and with generalising terms [Dunlea, 1989]. Teachers
therefore expect certain problems with understanding terms that may arise
in foreign language classes. Therefore, a foreign language teacher should
first check whether and how a blind student interprets a given term, so that
there is no negative interference of meaning from the native language into
the foreign language. Whenever possible, the teacher should introduce vocabulary in a foreign language by using realia (e.g. fruit), spatial models
(e.g. a miniature of the moon in different phases), or by combining tactile
and auditory techniques (e.g. a model of a dog and a recorded sound of a
dog). Certain terms that cannot be experienced by touch or hearing (e.g.
colours) should be introduced in a foreign language in the form of linguistic
phrases (e.g. green grass, blue sky) [Małgorzata, 2018].
Recent research has concluded that the FL teacher should not be lim-
ited to using the audio-lingual method, which primarily develops listening
and speaking skills in a foreign language, but should also develop skills
such as reading and writing. The teacher should also develop all aspects of a
foreign language, such as grammar, phonetics and vocabulary, and broaden
the range of teaching methods.
J. B. Dheesha outlined the principles of teaching language to visually
impaired students [Dheesha, 2022]. These are:
– multi-sensory channel should be used;
– useful language should be taught to the children;
– meaningful situation and context should be used;
– language should be considered as a means to an end rather than an end
by itself;
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