Differentiation strategies for the inclusion of students with severe visual impairment in MFL modules in Higher Education
empfehlen| Titel: | Differentiation strategies for the inclusion of students with severe visual impairment in MFL modules in Higher Education |
|---|---|
| Form: | Aufsatz / Artikel |
| Autor(en): | Jenny Lewin-Jones,Joe Hodgson |
| Jahr: | 2004 |
| Anzahl Seiten: | 5 |
| Veröffentlicht in: | British Journal of Visual Impairment, Vol. 22, No. 1 |
| Seite (von-bis): | 32-36 |
| Auszug: | It is now mandatory for Modern Foreign Language (MFL) teachers in Higher Education to make "reasonable adjustments" to allow full participation by students with disabilities. The Special Education and Disability Act (SENDA) 2001 required post-16 institutions to have implemented the Disability Discrimination Act Part IV (DDA) by September 2005. Implications of this legislation for MFL teaching on institution-wide language programmes in Higher Education are examined in this paper. A lecturer in MFL and a specialist teacher of the visually impaired (VI) explore practical teaching strategies for enabling the successful inclusion of students with severe visual impairment. |