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Students with a Severe Visual Impairment Taking Modern Foreign Language Modules: The Role of the Support Worker

Lewin-Jones, Jenny and Hodgson, Joe (2006) Students with a Severe Visual Impairment Taking Modern Foreign Language Modules: The Role of the Support Worker. The Language Learning Journal, 34 (1). pp. 33-36. ISSN Print: 0957-1736 Online: 1753-2167

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Abstract

The Special Education and Disability Act (SENDA) 2001 required post-16 institutions to have implemented the Disability Discrimination Act Part IV (DDA) 1995 by September 2005. In this paper a lecturer in Modern Foreign Languages (MFL) and a specialist teacher of the visually impaired from the Centre for Special and Inclusive Education at a university college examine the role of the support worker in ensuring the successful inclusion of students with severe visual impairment in MFL modules in Higher Education (HE). Two case studies explore some models of support for visually impaired students, which have an impact on teaching and learning. Implications of the legislation for MFL teaching in HE are presented.

Item Type: Article
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Uncontrolled Keywords: modern foreign language modules, students, visual impairments, support workers, Higher Education
Subjects: L Education > L Education (General)
P Language and Literature > PD Germanic languages
Divisions: Academic Departments > Institute of Humanities and Creative Arts
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Depositing User: Jenny Lewin-Jones
Date Deposited: 24 Mar 2015 11:29
Last Modified: 24 Mar 2015 11:29
URI: https://eprints.worc.ac.uk/id/eprint/3642

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