Accommodating the Syllabus to Visually Impaired Students in the English Language Classroom: Challenges and Concerns
comunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8015
comunitat-uji-handle3:10234/8621
comunitat-uji-handle4:
INVESTIGACIONMetadades
Títol
Accommodating the Syllabus to Visually Impaired Students in the English Language Classroom: Challenges and ConcernsData de publicació
2021-06-29Editor
Universidad de MurciaISSN
1578-7044; 1989-6131Cita bibliogràfica
Martínez-Hernández, A.-I., & Bellés-Fortuño, B. (2021). Accommodating the Syllabus to Visually Impaired Students in the English Language Classroom: Challenges and Concerns . International Journal of English Studies, 21(1), 75–92. https://doi.org/10.6018/ijes.438891Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
http://revistas.um.es/ijesVersió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
The inclusion of students with disabilities in the education system results in content or assessment accommodations to suit the students’ special needs and to ensure they have acquired the objectives listed in the ... [+]
The inclusion of students with disabilities in the education system results in content or assessment accommodations to suit the students’ special needs and to ensure they have acquired the objectives listed in the curriculum. In this paper, we aim at proposing different ways to accommodate a university English language test to a partially blind student who used text-to-speech tools (TTS) in order to provide them with accurate assessment. To carry out this research, the student has been monitored throughout the course to see which accommodations fit their1 needs best. All in all, we have observed that read-aloud accommodations lead to a better inclusion of the partially sighted student and better performance. [-]
Publicat a
IJES, vol. 21 (1), 2021, pp. 75–92Drets d'accés
© Service Publications, University of Murcia, 2018
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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