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

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Lewin-Jones, Jenny ORCID: https://orcid.org/0000-0002-1910-3398 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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Official URL: http://www.tandfonline.com/doi/abs/10.1080/0957173...

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
Additional Information:	Staff and students at the University of Worcester can access the full-text via Library Search. External users should check availability with their local library or Interlibrary Requests Service.
Uncontrolled Discrete 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:	College of Arts, Humanities and Education > School of Humanities
Related URLs:	Publisher UNSPECIFIED
Depositing User:	Jenny Lewin-Jones
Date Deposited:	24 Mar 2015 11:29
Last Modified:	17 Jun 2020 17:06
URI:	https://eprints.worc.ac.uk/id/eprint/3642

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