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http://www.miusa.org/ncde/tools/foreignlanguage
In This Tipsheet
1. 2. 3. 4. 5. Students with learning disabilities Deaf and hard of hearing students Students who are blind or visually impaired Suggestions for the foreign language student who has a vision impairment Links to more foreign language and disability resources and stories
Types of Accommodations
An accommodation is an adjustment or provision, which removes barriers in a specific situation. Academic accommodations allow a student with a disability to have equal access to his/her education or equal opportunity to show what he/she has learned. Accommodations should not provide an unfair
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advantage or fundamentally alter the essential requirements of a program or course. Tutoring assistance and notetakers in class Individualized learning pace, such as providing one term of coursework over a two-term period Option to audit the class before taking it for credit Taking a class under a pass/fail condition Extending a drop/add date Permission to write dictated questions before composing responses Extended time to formulate replies on written or oral exams Permitting examinations to be read orally, dictated, or typed; alternative test formats
Teaching Methods
Sometimes adjusting a teaching method to better include a student with a learning disability can improve learning for other students as well. Teachers can address diversity of students by focusing on elements of universality and flexibility. The better this is implemented, the less time is needed for individualized accommodation. Explicit about expectations regarding class attendance, homework and class participation Predictable structure to each class period Planned repetition and review incorporated in each lesson; spiraling of concepts Use of kinesthetic, auditory and visual modalities in instruction Explicit teaching of the codes of the language New materials introduced at a slower pace Reduced reading in classes Reduced vocabulary lessons, or provision of basic vocabulary on tests to assist in translation and review of passages Noun and adjective endings chart to assist with translation Flexibility in exam scheduling and time allotted to take exams Supportive learning environment
Resources
Accommodating The Learning Disabled student in Foreign Language Curriculum An overview of laws and their requirements for foreign language teachers in relation to learning disabled students. Bibliography on Special Educational Needs and Modern Languages This UK website, maintained for over a decade by David Wilson, includes a regularly updated bibliography with over 1500 references arranged thematically. It also has teacher-training case studies and classroom-ready French and German teaching materials for foreign language learners with disabilities. Comprehensive website on dyslexia and foreign language learning This website is created by a teacher in Scotland and includes a review of the research and tips for accommodating students. Dyslexia in the Foreign Language Classroom This book, written by Joanna Nijakowska and published by Multilingual Matters, addresses specific learning difficulties in reading and spelling - developmental dyslexia. It is intended to serve as a reference book for those involved in foreign language teaching, including experienced in-service teachers and novice teachers, as well as teacher trainers and trainees. Foreign Language Learning and Learning Disabilities - Making the College Transition Recommendations on how to prepare for a smoother college transition, especially for high school students with foreign language learning difficulty.
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Foreign Language Annals Volume 42, Issue 1 (Spring 2009) This special issue focuses specifically on students with learning disabilities and foreign language learning. Foreign Language Requirements and Students with Learning Disabilities A look at the issues related to foreign language acquisition, course waivers and substitution, and instructional approaches. Helping Children Learn to Communicate This site has information on using visual aid/schedules for helping children with autism develop language skills. These same approaches can be used for teaching a foreign language. Learning Disabilities and Foreign Language Learning: A Painful Collision Written exclusively for LD OnLine, examines the causes of difficulty in second language acquisition and recommendations for teaching approaches. Modified foreign language courses at East Carolina University Based on University of Colorado at Boulder courses developed for at-risk foreign language learners, it outlines a curriculum designed to promote success among students with learning disabilities. Project LINC on Inclusive Foreign Language Teaching This federally-funded project by Longwood University developed key tools for faculty and disability services to use to reduce withdrawl from foreign language classes by students with disabilities and improve their access to language learning. Includes many useful worksheets and modules. Teaching Foreign Languages to At-Risk Learners Students can benefit from a highly structured, multisensory, direct and explicit approach that helps them to see and understand how language is structured and provides ample opportunity for practice. This article gives examples of these types of classroom lessons. Top of page
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Many people who are Deaf do not consider themselves to be disabled. Rather, they base their identity on the fact that they share a visual language and a unique culture.
Online resources
The following resources provide a bountiful amount of suggestions and tips for faculty and service providers on making the foreign language lessons accessible to Deaf and hard of hearing students. Foreign Language Instruction: Tips for Deaf and Hard of Hearing Students (read
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the full lecture in the text section at the bottom of each slide) Deaf and Multilingual: A practical guide to teaching and supporting deaf learners in foreign language classes (the only resource that is not free, but it is most comprehensive and worth the small cost; sent via email from the UK or available on Amazon) Languages Without Limits section on Deafness and Foreign Language Learning (updated regularly with links to many more resources) Inclusion of Deaf Students (select the Foreign Language and Disability TeleTraining, and skip to presentation by Ian Sutherland, Gallaudet University) A World Awaits You Accessing Foreign Languages (skim each article for tips related to Deaf and hard of hearing students)
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interpreters that know the spoken/written foreign language can be difficult to locate sometimes. However, Mano a Mano is an organization of trilingual interpreters in Spanish-English-ASL. Speech-to-Text Providers Speech-to-Text providers could be hired to type the lectures, lessons, drills and dialogues for the student to read in real-time. Some providers give word-for-word captions, which would be helpful for grammaroriented lessons, while others give meaning-for-meaning translations, so would especially require the provider to be fluent in the foreign language. It would take at least 80 hours, and often much more, to train someone fluent in a foreign language in basic speech-to-text technology and methods. The Deaf student could use the laptop to pose questions or participate in the dialogues as well, which the speech-to-text provider would then read aloud for the class. Assess the foreign language level of the speech-to-text provider through language tests such as those offered through Language Testing International. The real-time typing also can be saved and printed as notes from the class. The transcriber can add more white space, larger font, or clearer font to assist the student that may read slower in the foreign language. They also can use bold, italic or underlines to help show the parts of speech being taught in the lessons. The speech-to-text providers will not be able to type quickly, if at all, in non-Roman script, and they will need to build their own dictionaries in the foreign language to get the short-form codes needed to type up to speed. A related method is the voice recognition system where the teacher or speech-to-text provider wears a microphone and his/her speech is translated into text on a computer screen, or the microphone feeds into a hearing loop or hearing aid to be amplified or specifically directed for someone who is hard of hearing. Voice recognition software that recognizes speech and outputs it in written form on the screen are still not to a level that provides real-time accuracy. It takes commitment to training the software in the new language to be accurate and twice as long to correct mistakes. Also if the students wanted to contribute to the discussion, but dont speak for themselves, then a speech-to-text provider would need to be available to voice or a laptop with screen reading software and speakers to read what is typed by the student. PROS: The student accesses all that is happening in the class in the language in which it is delivered. The student can also participate directly in dialogue with another student through typing sentences. If they use word-for-word providers and an assistive listening device, than the student will get complimentary support. Any of the speech-to-text providers coupled with a sign language interpreter would also provide better support than either on their own. Remote captioning and interpreting services may also broaden the chance of finding someone who knows the foreign language. Tip: Lists of the most frequently used words for English, Dutch, French, Galician, German, Hungarian, Icelandic, Italian, Korean, Spanish, Swedish, Thai, Turkish, Russian, and Yiddish are available online in the Wiktionary: Frequency Lists. CONS: Some students may want to focus on more than just the reading/writing aspects of the language. If they also try to lipread, then they may have difficulty watching both the screen and speaker. The development of a short-form dictionary in the new language will take considerable time by the provider, and the provider will need to practice typing up to speed in the new language. It may be difficult to find a provider that is this fluent in the foreign language. Also, the teacher would need to review the speechto-text transcript to see if the provider is providing accurate services. For the voice recognition system, a teacher has to spend as many as 15 hours training the computer to become accustomed to their voice in order for the voice recognition system to work, and then it would also need invested time in correcting the text. It also may not be available in every language.
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using voice, fingerspelling everything, mixed signing/fingerspelling, cued speech, typing with screen-reading software or text-to-speech provider, etc.). Acquire sign language dictionaries from the country you are interested in going, where the foreign language is spoken. If you are taking Spanish, for example, the sign language for Spain will be different from the one for Costa Rica even though the spoken language is the same. Gallaudet University and World Federation of the Deaf are places to begin searching. If using speech-to-text services, you can also slow down the pace, enlarge or color text, or change the font by touching the arrow keys, etc. on the computer where the output is displayed (either in class or remotely) to assist with reading the new language. Dont wait too long about approaching the faculty member or disability provider if the access solutions arent working; achievable alternatives can be found using some of the online resources listed above. Top of page
Disability Overview
People with visual disabilities experience many types and degrees of visual impairment. A person who is legally blind (20/200 vision or less) may be able to read large print and navigate without mobility aids in many or all situations. Some individuals are able to perceive light and darkness and perhaps even some color, while others are not. With some types of visual disabilities, an individuals vision may be better one day than another, depending on fatigue and other factors. It is difficult to generalize about people with visual disabilities because of the wide range of causes and dates of onset. People with visual disabilities from birth are more likely to have learned skills in reading Braille and using tactile orientation aids such as mobility canes for navigation. People who lose their vision later in life are typically less likely to use Braille, and may have visual memories of color and scale that make it somewhat easier for them to orient according to verbal descriptions or directions. People who experience progressive vision loss usually incorporate gradual changes in the types of adaptations and strategies for access that they use. People who have visual impairments use a wide variety of adaptive equipment, or formats depending on their needs and personal preferences. Examples include: Audiocassette tapes, CDs, MP3s, or digital audio recordings Braille documents (Braille uses a raised six or eight dot system that can be read by touch) Large print, monoculars, magnifiers, closed circuit TVs People who act as readers and/or scribes Electronic adaptations (scanners that change print text to electronic text, software that allows electronic text to be accessed through Braille display equipment, enlarged text on a screen or a computer voice output) National libraries for the blind and visually impaired exist in many countries and in each state in the United States. These libraries, as well as educational institutions with disability offices, government agencies and national or community organizations working with people who are blind or have low vision often provide students with the adaptive equipment, advocacy, training or alternative formats that they
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need.
General Advice
A foreign language teacher or professor should hold the same high standards for blind students as he or she would for all of the students in the class. Faculty do not serve blind students well by lowering expectations, but rather by understanding blindness as an aspect of their identity. The student is above all a learner and in recognizing this, faculty should ask not whether one can teach this student, but how to assist the student to learn. The foreign language teacher or professor should also consider the students goals for learning the language and if possible tailor the program or the assessment methods to those goals. His or her work with a blind student may yield new knowledge about the countries in which the target language is spoken. For more information, foreign language faculty can purchase Worlds Apart? Disability and Foreign Language Learning, edited by Tammy Berberi, Elizabeth C. Hamilton, and Ian M. Sutherland, from Yale University Press (Fall 2007).
A foreign language teacher or professor can prepare for a student with a vision disability by:
Talking to the student early (preferably before the course begins) and offering to learn from one another. The student can describe how he or she has learned in the past. Asking the student to explain what kinds of adaptive or assistive technology works well, how he or she prefers to take notes, and how he or she studies at home. Showing the student the classroom, orienting the student to where tables, chairs and other objects relevant to the class are located in relation to the front of the room and doorway. Discussing the best place for the student to sit; a student with low vision may favor a specific kind of lighting or distance to the blackboard or whiteboard. Providing a student with bibliographical information for texts to be used in the class as early as possible to allow enough time for the student to obtain alternate formats such as Braille or electronic versions. The National Library Service for the Blind has foreign language materials and information about libraries for blind people in other countries that loan books on audio tape or Braille materials. For a large selection of education-related materials, Learning Ally also offers accessible media. Asking the student if there is anything else the student would like to share, (and checking in periodically throughout the course on how the accommodations are working).
A foreign language teacher or professor can adapt his or her teaching style by:
Putting the class agenda on the board and going over it orally. At the end of class, returning to the agenda and summarizing the material covered. Saying aloud or writing in large letters anything that is being written on the blackboard or whiteboard. Describing aloud any visual aids or props or making any visual aids big with high contrast. Refraining from pointing to things on the blackboard or whiteboard and saying this or that or here and there. Spelling out unfamiliar words. Using a magnifying program (like Zoom Text) if projecting something onto a large screen or doing lessons in a computer language lab. Going over any handouts verbally. Giving students a CD-Rom with electronic versions of materials, such as class notes, PowerPoint shows, syllabi, vocabulary lists, etc. Repeating and recycling material multiple times to assist with memorizing material.
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activities by:
Asking all students to identify themselves as they speak so visually impaired students can follow conversations better. Pairing a sighted student with a blind or visually impaired student who can explain nonverbal actions in the classroom or information that is missed in other ways. Conferring with the student with a visual impairment to determine how the student wishes to handle such in-class activities such as using poster board or other visual ways of gathering input. Allowing a blind student to use his or her computer or adaptive notetaker in class (e.g. PacMate and Braille Note are examples of hand held devices that allows a student to take notes or access electronic handouts during class). Ensuring that websites and PDF documents necessary for the class are made accessible. See Providing Information in Alternative Formats. Engaging the class in oral/aural exercises to strengthen conversational skills and encouraging blind or low vision students to be active participants. Engaging sighted students in the class to produce taped recordings of assigned texts. Two or more students can read the dialogue or story aloud so that it can be offered to the student who is blind. The blind student will then have the text from which to learn and study, and the sighted students will have a meaningful opportunity to practice pronunciation and inflection. Some blind students will supplement this with the same audio books professionally recorded by advanced speakers of the language. Accessing Foreign Language Materials as a Blind or Low Vision Student is an Informational Guide on Arranging for Assistive Technology, Accessible Formats and Services in the Foreign Language Course. Using oral realia (music, radio, interviews, newscasts, documentaries) more than visual realia (film, television). If using film/video, choosing films with more narration or highly descriptive (vs. subtitled) films. Inquiring what descriptive narrative or audio described films, which are adapted for blind audiences, are available in foreign languages from their states cooperating library for the blind or the Described and Captioned Media Program through the U.S. Department of Education.
A foreign language teacher or professor can provide alternative formats or accommodations for testing by:
Including oral and aural testing as an assessment tool for all students. Considering the importance of strictly requiring proper spelling from the blind student if pronunciation is correct. (Will he or she be using the written language? Is oral accuracy sufficient for the students goals? There are ways for a blind student to learn accurate spelling if they plan to do written correspondence.) Working with the disability office or blind resource center on getting the tests put into large print, audio or Braille in advance of the exam. Having a student take the test on his or her computer, so it can read or enlarge the test for the student. Students can then type in answers. Allowing the student to take the test orally rather than in writing by providing someone who speaks the language to read the test to the student and then writing down the student's answers. Arranging a separate location and extended time for test taking (a reader or having a computer read the test aloud takes longer than silent reading). Asking the student which testing methods are most comfortable for him or her. Some students prefer written exams, while others access better oral exams. Some prefer alternative formats, while others may not mind working with a reader or scribe. For students with some vision, closed-circuit TV (CCTV) systems that are portable or other magnifying equipment can be brought to class to enlarge tests, and markers on unlined or wide-lined paper may be used for writing the answers. Top of page
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Suggestions for the foreign language student who has a vision impairment
Foreign language classes are not all the same in how they are taught. The course objectives, the teaching philosophy, the types of activities and assessments may vary. For example: Does the teacher focus mostly on grammar, reading and writing to prepare students for higher-level literature courses? Is the course focused more on conversation, culture and immersion activities? Is the course taught in another country where language will be practiced with native speakers and will be necessary for daily living? Will students have access to language labs to incorporate audio and other multimedia learning options? Will there be a lot of written handouts, online assignments, or films in the classes and writing on the blackboard or whiteboard? When beginning a foreign language class, a student who is blind or has low vision will benefit greatly from describing his or her capacity for vision to the teachers and professors. Faculty are often unable to assist with classroom adaptations until they know that a student has specific needs. Even though a disability office may send a letter about approved accommodations to faculty, a student should take responsibility for communicating his or her needs to teachers and professors and enlist them as partners in the learning process. Below are some suggestions for what students with blindness or low vision can do to find a course or self-study guide that works for them. It also discusses adaptive technology as related to foreign language learning. For a more in-depth discussion, students can access through university libraries the following: Morrow, K. A. (1999). Blind secondary and college students in the foreign language classroom: Experiences, problems and solutions. Unpublished doctoral dissertation, University of Kansas, Lawrence.
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dictionaries special editions that talk can be useful to a foreign language student. Students need to be aware though that recorded texts or dialogues may not address the orthography (for example, spelling and capitalization) of the target language. It is easy for students to apply the orthography of their native language, which may only approximate that of the target language. This can be done individually, however all students will likely benefit from direct instruction. Audio formats should therefore be supplemented with activities that address this; students using JAWS can read line by line, and if they encounter an unknown word can use the SayAll command to find its spelling. Students who also use dictionary software such as Google Translate for the definitions of unknown words in the foreign language, may find that this software does not enable Jaws to properly recognize the right language from which to translate.
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will be a primary emphasis for the class. However, conversational classes will not be enough to develop fully a students foreign language proficiency. Writing and reading assignments may pose particular difficulties for some students, but they should not be avoided. For classes where the teacher or professor often writes on the whiteboard or blackboard, some students may want to request a sighted student to volunteer to take notes using notetaking equipment, such as Wacom's pen tablets. The wireless equipment allows the notetaker to write on a tablet, which is simultaneously appearing on the visually impaired students laptop. Regardless of the language course, teaching often incorporates visual aids such as charts, tables, graphs, and illustrations. Braille or screenreaders may or may not have the capacity to access these images, so students may need to work with faculty to seek out other methods of making tactile graphics. These can range from the most elementary methods such as flannel on a felt board or a pizza cutter on aluminum foil to the most sophisticated computer-generated tactile graphics. Small class size (less than 20 people) seems to work best for foreign language classes, since it permits greater interaction among students and more time for teachers and professors to work individually with students when necessary. Of course, some students may prefer individual tutoring, which is even more focused. The most important consideration in either setting is that it is a structured and yet creative, interactive and participatory program for teaching and learning.
Learning a Foreign Language that Does Not Use the Roman/Latin Alphabet
People have been working for many years on developing a unified Braille code that would greatly facilitate international communication among blind persons who utilize Braille. This has been the subject of extensive debate, since some individuals and societies prefer to maintain their distinct, culturally sensitive ways of communicating, while others are willing to sacrifice a certain amount of uniqueness in order to bridge communication gaps and bring people closer together. Until this happens globally, blind students learning a language that does not make use of the Roman alphabet could benefit by obtaining a Braille copy of the alternative alphabet and its Roman equivalents. It would also be useful to have a sighted or low-vision person who is familiar with both languages explain the correlation between the two alphabets; that is, which Roman letters correspond to which symbols in the foreign alphabet (if they do). For Arabic, Greek, Hebrew, Chinese, Japanese, Russian and Korean Braille scripts go to this Braille scripts website. If students who are blind initiate contact with organizations serving the visually impaired population in the country they are learning about, this can be an excellent way to network, exchange ideas, and access many useful learning materials, such as Braille codes, foreign language cassettes, and so on. Some foreign languages are spoken in many different countries, so the Braille codes may also vary between countries even though the written language is similar. It is important to talk with native speakers of the target language to determine whether blind people are expected to be able to write printed characters in the language. If not, some may consider focusing on oral proficiency only. For more in-depth explanation of how to create accessible foreign language materials go to "Accessing Foreign Language Materials as a Blind or Low Vision Student", which is an Informational Guide on Arranging for Assistive Technology, Accessible Formats and Services in the Foreign Language Course. Does a students computer software support non-Romanized script such as Arabic or Chinese characters? Synthetic speech programs are beginning to be designed in languages that rely on characters, rather than the English alphabet. However, the voice output may pronounce character by character instead of joining characters into a full word. For example, if it were to do the same in English it would say individual letters E. N. G. L. I. S. H. instead of the word English. People are working in various countries, such as Thailand, on resolving this issue. The Cyrillic alphabet can be difficult for those who have trouble focusing visually on a line of text, but can otherwise read large print. According to one student who studied in Russia, the shape of the letter played a role for her in that the letters are very square, and are higher than they are wide which causes
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them to be grouped closely and blend together. She did not have access to changing the font. In addition, the Russian paper in some textbooks or exercise books tended to be beige colored, providing less contrast with the text. The contrast of handouts was suitable, but some exercise books were difficult to read because of this lack of contrast.
Blindness and low vision occur throughout the world so students can explore in advance of the trip how
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blind or sight-impaired residents of the target country live, work, and learn keeping in mind that some resources might be available for local students but not for international students because of funding sources. Bringing equipment along is the safest way to assure it will be available (as long as one researches who can fix it should it break in the host country). If a student works with a guide dog, possible issues of getting the dog into country and access issues once in country can be discussed with the National Clearinghouse on Disability and Exchange, as can fundraising, locating programs abroad and finding study abroad scholarships.
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participate in foreign language programs. Languages Without Limits: This UK website supports foreign language teachers in their efforts to make effective provision for learners of all abilities so that no-one should be excluded. It includes information for teaching students with autism, down's syndrome, deafness, and more. Success Stories & Blogs from people with disabilities: This National Clearinghouse on Disability and Exchange web page compiles testimonials from people with disabilities who went overseas to study a foreign language. U.S. Students Learn Arabic Through STARTALK Program: Inclusive classroom serves students with and without disabilities: This America.gov article highlights one STARTALK institute at Louisiana State University in Baton Rouge brought together students with and without disabilities to learn Arabic and to explore Arabic culture through multimedia presentations, field trips and lectures guided by scholars from the United States and abroad. Worlds Apart Publication: Disability and Foreign Language Learning: This book from Yale University Press focuses on how to enable the success of students with disabilities at every step of the way in learning foreign languages. Top of page
2007 National Clearinghouse on Disability and Exchange Although efforts have been made to ensure accuracy, MIUSA/NCDE cannot be held liable for inaccuracy, misinterpretation or complaints arising from these listings. Mention of an organization, company, service or resource should not be construed as an endorsement by MIUSA/NCDE. Please advise NCDE of any inaccuracies you may find.
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