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

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.