Multidimensional networks for functional diversity in higher education: the case of second language education

Abstract

This chapter provides a theoretical approach to the multidimensional relationship of the student with functional diversity (Romañach and Lobato, 2005) with his/her own educational and sociocultural context. Inclusion is key issue in a foreign language classroom where the ability to communicate is of paramount importance. Students with different special needs are bound to find challenges in those language skills that pose problems related to their functional diversity. In order to address these challenges, higher education institutions need to organize multidimensional networks that pay attention to the different stages, events and situations of the educational process. Furthermore, the ability to communicate that students develop in the foreign language classroom may become an instrumental competence that will become useful for other subjects as well as to respond to daily life challenges. The theoretical model proposed here acknowledges that there are two paradigms that coalesce into a defined educational model. On the one hand, the syntagmatic paradigm ensures that subjects offered in the educational programs are designed bearing in mind the needs of students with functional diversity, and are flexible enough to accommodate those needs. This paradigm pays attention to accessibility criteria, both related to space and content. It deals with students and the needs they have regarding specific skills and competences in a particular course of study (for instance, English Studies). On the other hand, the organizational paradigm relates the needs of the students and their teachers to institutional services and protocols, such as diversity support units, teacher training, assessment protocols, tutors or learning support provided by advisors, among others.