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Файл:Обучение иностранным языкам в условиях инклюзии. Teaching foreign languages in the inclusive classroom. Учебное пособие
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– language learning must begin very early;
– child’s needs and interest should be kept in mind;
– the goal of language program should be automatic development;
– language is considered truly acquired when the child uses it spontaneously;
– language acquisition is a continuous process and not simply a product
of the classroom.
The following methods and strategies for teaching visually impaired
students have been identified in recent studies.
Multisensory Learning Method. Teaching vocabulary and key concepts
which are related to the curriculum can be taught through multisensory
learning which enhances their concept development. It means that students
are using more than one sense for learning activity such as visual (eye), auditory (ear), and kinesthetic-tactile (skin) pathways which help to develop
the skills related to written and oral language. Appropriate activities should
be planned to connect visual, auditory, and kinesthetic-tactile in learning
Braille.
Modelling Strategy (see Fig. 2.). In the modelling strategy, the hands are
used in two ways such as hand over hand and hand under hand. It helps the
students with visual impairment to explore and analyse the materials which
support for language learning.
Fig. 2. Modelling Strategy39
39
URL: https://www.researchgate.net/publication/363481237_Specific_Teaching_
Strategies_for_Children_with_Visual_Impairment_with_Reference_to_Different_
Subjects (access date: 04.10.2023)
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Real Experiences learning. Hands-on experiences and experiential
learning should be given to VI in language learning. They should be given
more opportunities to explore the direct environment which are useful
to learn vocabulary in language learning. Presenting real objects would create curiosity to touch, hear, smell, and explore and motivate the children
to learn more vocabulary.
Braille Reading and Writing. Teaching Braille to VI from an early age
is very important. Learning Braille improves reading, writing, speaking and
listening skills, which are the four basic skills of language learning.
Storytelling. The storytelling method is one of the most enjoyable
and effective strategies for teaching languages to VIS. They can improve
their listening, speaking, reading and writing skills by listening, reciting or
retelling, reading and writing stories. It consists of rich language in context,
which is useful for developing language and literacy skills.
Cooperative Learning. This method will make it easier for VIS to improve their language and social skills. Divide students into groups of two
or three for textbook activities. This also facilitates participation and enthusiasm for learning. Children with good language skills will be considered
as team leaders for a group of students and this will develop their leadership
and management skills.
K. V. Ramos studied the strategies (cognitive, metacognitive, social,
affective and compensatory) used by adult visually impaired English learners in the context of virtual environments. The cognitive strategies most
used by the VIS were memory, analysis and reasoning, repetition, transla-
tion and use of the L1. Among the metacognitive strategies the student used,
the most notable were evaluating and monitoring his learning, taking risks
and making intelligent guesses. Furthermore, the socio-affective strategies
that the VIS used during the sessions were asking for confirmation, getting
recognition, asking questions and asking for additional input. This group
of learning strategies was used simultaneously and concurrently and, according to the data obtained, was facilitated by the VIS’s work context, motivation and interest in the language [Ramos, 2017].
Teachers of the visually impaired are often limited in their ability
to constantly provide their students with new educational materials.
The TacPic system was developed as an online platform to create tactile educational materials (TEMs) based on image input from users who have no
prior experience in tactile photo development or 3D printing. The TacPic
system allows users to simply upload images to a website and uses artificial
intellect AI cloud computing on the Amazon Web Services platform.
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First, it segments and labels the images. It then converts the text labels
into Braille words. It then performs surface rendering and consolidation of
the image and text before converting it into a single file ready for 3D printing. Currently, the types of TEM that can be created are tactile flashcards,
tactile maps and tactile puzzles, which can be developed within a few hours.
This compares to weeks of development time using traditional methods
[See, 2021].
The study conducted by M. Krisi with colleagues was to explore various
psychological factors influencing the experience of students with visual impairments in learning a foreign language. The findings indicated that an influential factor in increasing motivation for learning in general, and for English in particular, was self-efficacy, that is beliefs in one’s capabilities to
organise and execute the courses of action required to produce given attainments. Most students in this study found learning English to be a task too
difficult to handle, which subsequently led to increased levels of stress and
anxiety. These feelings, in most cases, resulted in a decreased motivation for
learning English and, thus, to low academic achievement in this area.
Another factor within the theme of motivation that emerged from the data was the type of motivation that participants exhibited. It appeared that
learning English for its own sake helped participants better cope with the
increased hurdles they encountered as students with visual impairments,
including the limited means available to them for acquiring the language.
The final theme to emerge from the data was locus of control. Individuals with visual impairments who had an internal locus of control showed
greater motivation to continue their academic studies, reported higher levels of self-efficacy, and generally reported better academic performance
[Krisi, 2021].
Review questions:
1. What is the “least restrictive environment”?
2. What are the functions of an “adaptable learning environment”?
3. Give examples of specific zones that should be represented in
an adaptable learning environment for students with SEN.
4. What law requires that a learning environment for SEN students
in the Russian Federation has a tutor?
5. What is the role of assistants (tutors) in inclusive classrooms in
Russia?
6. What is the difference between hearing impairment and hearing loss?
7. What is the difference between blind and visually impaired learners?
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8. According to the international WCAG (Web Content Accessibility
Guidelines) standards, what is the main requirement for adapting the organisation’s web pages for visually impaired students?
9. Give examples of low, medium and high-tech assistive technology
devices for visually impaired students.
10. What type of hearing impairment may require no more than a seat
at the front of the room?
11. Learners with what type of hearing loss can communicate completely using sign language?
12. What means of communication can deaf learners use in class?
13. What kind of materials are more effective in teaching vocabulary
to deaf and hard of hearing students?
14. What are teaching strategies to help deaf and hard of hearing students?
15. What is the audio-lingual method used in schools for the blind and
visually impaired?
16. Outline the principles of teaching language to visually impaired students presented by J. B. Dheesha.
17. What are the teaching strategies identified in recent studies to help
visually impaired students?
18. What are the characteristics of the multisensory learning method?
19. What online platforms can be used to teach language to visually impaired students?
54
5. INCLUSIVE EDUCATION FOR STUDENTS
WITH PHYSICAL, SPEECH AND LANGUAGE
DISABILITIES
5.1. Learning Environment for Students
with Physical Disability
The following texts are crucial for establishing an educational environment suitable for students with physical disabilities (cerebral palsy) in the
Russian Federation.
The Ministry of Education and Science’s methodological recommendations (8 April 2014, N АК-44/05) specify that educational institutions must
create an accessible environment for physically disabled students
The letter of the Ministry of Health Protection and Social Assistance
dated 11 April 2012 N 30-7/10/2-3602 (Methodological recommendations)
provides a set of methodological recommendations for eliminating typical
barriers hindering the mobility of individuals with disabilities and physical
handicaps when visiting schools and kindergartens
40
Методические рекомендации по организации образовательного про-
цесса для обучения инвалидов и лиц с ограниченными возможностями здоровья в образовательных организациях высшего образования, в том числе
оснащенности образовательного процесса [утв. Министерством образования
и науки РФ 8 апреля 2014 г. № АК-44/05вн]. – Текст: электронный // Гарант : информационно-правовой портал. – Москва, 2023. – Загл. с титул.
экрана. – URL: https://base.garant.ru/70680520/
41
О методических рекомендациях, нацеленных на устранение наиболее
часто встречающихся барьеров на пути следования инвалидов и других маломобильных 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/
41
.
40
.
55
The Ministry of Education and Science's Order, N 1309, issued on 9th
November 2015, sets out the procedure for ensuring disabled people's access to educational objects and services, as well as providing them with the
necessary assistance in this area
42
.
The Ministry of Education’s letter N OV-473/07 OV-473/07/2019 outlines the necessity to establish tailored learning environments for students
with disabilities, ensuring the availability of appropriate educational materials (textbooks, teaching aids)
43
. It is compulsory to use only the textbooks
included in this list.
The educational institution’s premises must be suitable for the unhindered, safe and comfortable movement of learners with reduced mobility
and must provide access to the buildings and facilities within. It is important
to ensure that paths are accessible, information and navigational aids are
available, stairs are duplicated with ramps or lifts, handrails are provided on
stairs and ramps, doors and stairs are coloured in contrasting colours, and
parking spaces for disabled people are provided.
Buildings intended for the education of people with disabilities should
be equipped with at least one accessible entrance for individuals with physical disabilities. Rooms that are accessible to wheelchair users should be situated on the same level as the accessible entrance. In cases where rooms are
not at the same level as the building entrance, it is necessary to provide
ramps, lifts, or elevators in addition to stairs.
When setting up classrooms, it is essential to increase the surface area
per seat, allowing for wheelchair movement and rotation, widen the aisle
between desk rows and replace double desks with individual desks.
In a standard classroom, it is recommended that the first tables
in the row near the door are reserved for wheelchair users.
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Об утверждении Порядка обеспечения условий доступности для инва-
лидов объектов и предоставляемых услуг в сфере образования, а также оказания им при этом необходимой помощи : Приказ Министерства образования и
науки РФ от 9 ноября 2015 г. № 1309 [утв. постановлением Правительства Российской Федерации от 3 июня 2013 г. № 466]. – Текст: электронный // Гарант :
информационно-правовой
URL: https://base.garant.ru/71275174/#ixzz5t6hOI8l3, https://base.garant.ru/7127
5174/89300effb84a59912210b23abe10a68f/#block_100
43
Об обеспечении учебными изданиями (учебниками и учебными пособи-
ями) обучающихся с ОВЗ : Письмо от 10 июня 2019 г. № ов-473/07. – Текст:
электронный // Консультант Плюс : информационно-правовой портал. –
Москва, 2023. – Загл. с титул. экрана. – URL: https://rulaws.ru/acts/Pismo-
Minprosvescheniya-Rossii-ot-10.06.2019-N-OV-473_07/
портал. – Москва, 2023. – Загл. с титул. экрана. –
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It is crucial to guarantee that there is at least one fully accessible toilet
on each floor, catering to the needs of disabled students. These toilets ought
to be furnished with folding grab bars, rails, and swivel or folding seats to
accommodate the specifications of disabled persons.
Reduced motor function results in motor, sensory, cognitive, social,
and emotional disturbances. It is estimated that 25–35 % of individuals with
cerebral palsy have potentially intact intelligence, however, this condition
still impacts mental development. Preserved intelligence in cerebral palsy
does not equate to complete and normal development. The primary mental
ailments in cerebral palsy comprise developmental delay (found in roughly
50 % of children with cerebral palsy) and mental retardation (found in 25 %
of children with cerebral palsy).
All cognitive processes in cerebral palsy have a number of features
in common:
– impaired voluntary attention negatively impacts the cognitive functioning of children with cerebral palsy. It results in perceptual, memory,
thinking, imaginative and linguistic disorders;
– increased mental exhaustion has a negative impact on intellectual performance, attention, perception, memory, thinking, and emotional stability.
Intellectual overload can cause secondary neurotic complications and may
contribute to the pathological development of the individual, including
symptoms such as anxiety, shyness and depressed mood;
– increased slowness and sluggishness in mental processes can impede
one’s ability to transition between activities and lead to fixation on isolated
pieces of learning material. Additionally, a “viscosity” of thinking may occur, causing further challenges [Кузнецова, 2002].
In general, the guidance for instructing pupils with physical impairments
and unimpaired intelligence is similar to that for instructing regular pupils,
although there are obvious differences when the physical impairment
is combined with speech and language impairment, mental retardation.
5.2. Teaching Foreign Languages to Speech
and Language Impaired Students
Speech disability refers to the production of sounds, it involves problems with producing particular sounds or with vocal pitch patterns. Classroom teachers should remember that speech disabilities are common
in young children, but that they generally rectify themselves over time.
Children who experience social isolation as a result of articulation problems
should be referred for speech therapy.
57
There are three general categories of speech impairment:
1. Fluency disorder. This type can be described as continuity, smoothness, rate, and effort in speech production. For example, repeating certain
phrases, words, or sounds after the age of 4, adding in extra sounds or words
into sentences, elongating words (For example: Saying “orange joooose”
instead of “orange juice”), replacing words (For example: “What…Where is
the orange juice?”), hesitating while speaking, pausing mid-speech.
2. Voice disorder. A voice disorder means you have an atypical tone of
voice. It could be an unusual pitch, quality, resonance, or volume.
3. Articulation disorder. If you have an articulation disorder, you might
distort certain sounds. You could also fully omit sounds. These are some of
the characteristics of articulation disorders:
– substituting one sound for another. People typically have trouble with
“r” and “l” sounds. (For example: Being unable to say “rabbit” and saying
“wabbit” instead);
– lisping, which refers specifically to difficulty with “s” and “z” sounds.
(For example: Saying “thugar” instead of “sugar” or producing a whistling
sound while trying to pronounce these letters);
– omitting sounds. (For example: Saying “coo” instead of “school”);
– adding sounds. (For example: Saying “pinanio” instead of “piano”);
– making other speech errors that can make it difficult to decipher what
the person is saying.
In accordance with clinical and educational classification, speech dis-
orders pertain to disruptions in the execution of outward speech, whereas
language disorders involve disruptions in the generation of structural and
semantic (internal) speech [Кузнецова, 2002]. Speech and language impairments are classified as either disorders of verbal communication (dysphonia, bradylalia, tachylalia, stuttering, dyslalia, dysarthria, alalia and
aphasia) or disorders of written communication (dyslexia, dysgraphia and
dysphography).
There are several speech disorders that are characterized by disruptions
in external speech performance:
– dysphonia (aphonia) – the absence or impairment of phonation due
to pathological changes in the vocal tract;
– bradyllia – abnormally slow speech;
– tachyllia – pathologically accelerated speaking;
– stuttering – repeating words or sounds like “uh” and “um” (disfluencies) involuntarily;
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– dyslalia refers to a speech disorder that occurs despite normal hearing
and speech organs. It can also be referred to as cochlearism (obsolete),
or pronunciation, phonetic, and phonemic defects.
There are also disorders in which various parts of the intricate speech
mechanism are involved, such as rhinolalia and dysarthria.
Dysarthria. This speech disorder occurs when the muscles involved
in speaking are insufficiently strong to articulate words accurately.
Rhinolalia is a disorder of pronunciation caused by anatomical and
physiological defects in the nasal passages.
You can best assist learners with speech disabilities in the following
ways:
– provide a role model to other children for acceptance of the disability;
– avoid display impatience or irritation toward the learner;
– avoid finishing a learner’s sentences, and do not allow other learners
to do so;
– avoid correcting a learner’s articulation in the presence of peers;
– avoid putting learners with speech disabilities into high-pressure situations that may exacerbate the difficulty [Borich, 1997].
There are three distinct forms of language disorders that manifest
in the production of structural and semantic (internal) speech: alalia and
aphasia, dyslexia.
Aphasia is a language disorder resulting from localized brain damage
that affects the expression and understanding of language. It can impair
speech, writing, and language comprehension.
Diagnosis of aphasia is based on the site and extent of damage that occurs
in the language-dominant hemisphere of the brain. For instance, patients with
Broca’s aphasia have sustained injury to the frontal region of the languagedominant hemisphere. Individuals with Wernicke’s aphasia have sustained
injury to the lateral aspect of the language-dominant region of the brain.
Alalia describes the inability to speak resulting from organic injury
to the speech cortex during foetal or early development stages.
Also known as dysphasia, writing disorders fall under two categories
depending on the specific type of writing impairment.
Dyslexia is a neurobiological disorder affecting learning. The difficulty
dyslexics experience with word recognition can be attributed to the part
of the brain responsible for processing orthographic and phonological aspects of language [Davis et al, 2011]. The students who are suffering from
this disease usually face certain difficulties, e.g. identifying words, remembering spellings and in reading.
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Intervention strategies for dyslexic students are as follows [Kalsoom,
2020]:
– language-based activities include speedily mediation (identification of
words, spelling of words, and fluent reading skills), one-on-one assistance;
– facilitation includes creating a welcoming environment between
teachers and students in the classroom, as well as promoting meditation
to overcome difficulties of dyslexic students such as lack of confidence and
low self-esteem. Additionally, relaxing rules and providing extra time
to students can be put in place. For instance, when it comes to spelling, students should not face punishment for any errors;
– modification for students with dyslexia includes verbal exams as
a substitute of transcribed exams.
N. A. M. Yuzaidey and colleagues conducted a review of methods and
treatments used to manage literacy and cognitive abilities in children with
dyslexia. [Yuzaidey, 2018]. The review focused on two main themes: intervention for language skills and intervention for cognitive skills.
Cognitive intervention refers to:
– cognitive skills training and multisensory-perceptual skills training;
– working-memory training, including training in visuospatial memory,
verbal memory, and central executive tasks;
– excises that involve linguistic stimuli to improve perceptual and visual-motor skills;
– training using action video games;
– coherent motion detection, visual search, visual tracking tasks and
juggling.
Language intervention involves:
– phonological educational intervention;
– multisensory training using stimuli like pictures and verbal questions;
– multimedia training (computer-based writing training);
– multisensory method using stimuli like clays and sand paper and language game involving informal language questions;
– morphological awareness training, phoneme discrimination and picture naming;
– the training centred on the semantic aspects of morphemes.
Combination intervention (cognitive and language):
– orientation counselling procedure, symbol mastery procedure, reading
exercises;
– visual hemisphere-specific stimulation.
Qian and Bi give examples of visual search and visual tracking tasks
(Fig. 3) [Qian, 2015]. In the visual search task, participants were asked
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