Document Type : Original Article
Author
Galala University
Abstract
Keywords
Main Subjects
Abstract
This paper aims to investigate the challenges facing special needs college students, especially visually impaired students in foreign language learning, and the techniques used by the teachers to facilitate their learning process and to reduce their problems. The research also focuses on evaluating and addressing students’ individual needs and the inclusion of multiple intelligences in learning. It is qualitative research that addresses three SDGS which are 4,10, and 17 respectively. The SDGs focus on equal opportunity, inequality in education and collaboration for achieving the goals of the SDGs. Thirty learners with special needs contributed to this study as well as three teachers. The main scope of this study is to pinpoint the challenges facing these students and the application of multiple intelligence theory in their learning environment. The main scope of this study is to pinpoint the challenges facing these students and the application of multiple intelligence theory in their learning environment. Last but not least, the techniques used in the classes to illuminate these challenges or the strategies used. The results showed that many challenges face these learners as aphasia, curriculum design that needs to be adopted according to their needs and learning styles and many others.
Key words: Special needs, Challenges, Learning style, SDGs
1-Introduction
UNESCO (2000) published in its part for learners with Special needs that “Inclusive education is concerned with removing all barriers to learning. Its approach is tailored to facilitate the learning journey for all children. It focuses on the main goals of decreasing all exclusion from the human right to education and enabling access, participation, and learning success in quality basic education for all."
In the integration phase, that started in the twentieth century, learners with visual impairment were mingled into general education programs. Finally, the inclusion phase that begin in the mid-1980s explained that learners with visual impairment were to be fully included colleges. Both integration and inclusion resulted in the integration of visually impaired learners in the class settings. In the U.S.A. Public Law 94-142(1975) mandated that learners with special needs have to take an appropriate, public education. This policy was amended in the U.S.A. favoring the type of education recommended for those with special needs. A study by Jones et al. (2013) examined the importance of early Braille instruction for children with visual impairments. The children who had been exposed early to Braille exhibited better literacy skills than those who practiced it later in their life. Braille literacy acquisition is challenging to VIL due to limited access to instructional materials and well- trained educators. Schroeder (2017) stated that the number of the educators is decreasing, which directly can be a problem for VIL to attain proficiency. In the context of language learning, assistive technologies are vital in supporting VIL in learning a language. These tools aid the learners to access printed materials, communication, and educational resources. Radermacher and Stroe (2015) found that screen readers were efficient in allowing VIL to engage with digital content as books. Braille literacy is a cornerstone in the education of visually impaired learners. Also, the application of the methods of language learning through assistive technologies is an asset. These technologies, such as Braille displays, screen readers, and mobile applications, remarkably enhance learning opportunities by giving access to resources and individual learning experiences. As the technology is dominating the field, further research will likely continue to reshape and expand the available tools to maintain easier access for VILs. The 17 Sustainable Development Goals (SDGs) were adopted by the United Nations (2015) as part of the 2030 Agenda for Sustainable Development. They aim to address global challenges such as poverty, inequality, climate change, environmental degradation, and peace. This research aligns with three SDGs. They are quality education, reduced inequalities and partnerships with all universities and community service leaders. The main goal for quality education is to ensure inclusive and quality education and promote lifelong learning opportunities for all. It stresses our assurance that all children complete free, equitable, and quality primary and secondary education and to improve access to quality early childhood education and pre-primary education. As for the second SDG, which is Reduced Inequalities, it aims at reducing inequality within and among countries. This can happen by ensuring equal opportunity and reducing inequalities of outcome through policies and measures. The third one is dealing with partnerships with all universities and community service leaders to attain the main goal.
2-Literature Review
Gardner (1983) in his book “Frames of Mind: The Theory of Multiple Intelligences” shows different intelligence states that all humans. In each person, a specific kind of intelligence is clearer than the others. In the context of VIL, multiple intelligence theory sets a framework for knowing how different intelligences can be integrated in language learning. Gardner names eight intelligences, including linguistic, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, logical-mathematical, and naturalistic. Therefore, in the choice of the assignments that are going to be added in the lesson plans, teachers are expected to use different activities to suit all kinds of learners. (Harmer, 2007). “Students with sensory disabilities require special pedagogical strategies to ensure that they assimilate all of the information provided in the classroom” (Lancheros Cuesta et al., 2012). For instance, the instructor gives more time to the VIL to finish the tasks (Carney et al., 2003). Materials in Braille, audio equipment, and abacuses are learning materials for VILs. They lack one sense and accordingly, it is compensated with the others as the hearing sense. So, learning can take place based on these senses (Intriago Ferrin, 2020). The instructors also need to learn the Braille system because it is the only way of written communication with people with this disability. (Retorta & Cristovão,2017). According to Liu and Lee (2020) interactive Braille literacy software, such as Braille Blaster and Braille Sense devices, have encouraged VIL to learn languages. The software helped students improve their comprehension skills. A study in International Journal of Disability, Development, and Education (2022) reported that classrooms using both Braille and screen reader technology has higher literacy outcomes for visually impaired learners. It highlighted the urgency of mingling Braille literacy with other forms of assistive technologies, such as audio books.
For VIL who are learning multiple languages, Braille literacy is a challenge in multilingual environments. Husain et al. (2021) emphasized the importance of adding multilingual Braille resources for learners in multi lingual countries, which have more than one spoken language. These resources should be attainable in different Braille codes, as well as in auditory formats, to help in language learning. Smith et al. (2020) highlighted the necessity of AI-powered translation tools. He also stated that they can bridge the gap in multilingual education for Braille applicants and users. It is not surprising to imagine how demanding it could be from the teacher’s point of view when there is a learner with disability especially a visually impaired learner (VIL) in their class whereas all teachers are expected to design their teaching to serve the needs of different learning styles. Teaching a visually impaired learner in a regular classroom can be a “challenge” for a teacher with no experience in teaching these learners. Finally, the Kochung report (2003) recommended that regular universities have to be barrier-free for special needs learners. language learning for VIL necessitates more than just Braille instruction. A deeper understanding of cognitive and developmental processes is crucial, which is where Gardner’s Multiple Intelligences (MI) Theory is dominating the field. Integrating MI theory with assistive technologies has led to new technologies in language learning for VIL. Screen readers, Braille displays, text-to-speech software, and speech recognition tools are widely used to make language acquisition easier.
3-Objectives
This paper aims to investigate the challenges facing special needs college students, especially visually impaired students (VIL), in foreign language learning and the techniques used by the teachers to facilitate their learning process and to reduce their problems. The researcher also focuses on evaluating and addressing students’ individual needs and the inclusion of multiple intelligences in learning, (Gardner,1993). This research is qualitative. Thirty learners with special needs contributed to this study as well as three teachers. The paper focuses on addressing the challenges from student and teacher perspectives as well as the university administrators, curriculum developers, neurologists, policymakers, and family members of these learners to have a complete vision of the learning process as it is believed that these elements contribute to the language learning. The main scope of this study is to pinpoint the challenges facing these students and the application of multiple intelligence theory in their learning environment. Last but not least, the techniques used in the classes to illuminate these challenges or the strategies used. As for the long-term objectives, this research aims to foster self confidence in special needs students by giving them an equal opportunity in the society. It also can help educators by focusing on the education needed for them.
4-Research Questions
5-Significance of the study
A deep look at what is happening in the minds of VI learners while learning English is the best solution to improve our curriculum according to their needs and learning styles. This study is considered a milestone for all researchers to work more in this field as there is a demand for such kind of research to fill in the gap as there are not enough studies in this field. Also, according to (Chankseliani and McCowan, 2020) the SDGs provide a framework that allows the international development societies to highlight and fund initiatives to attain sustainable development. This research paper shed lights on SDGs number 17(partnership for the goals),10 (reducing inequality in education) and 4 (quality of education). SDG 4 focuses on equal access to education to everyone and by this we can reduce the inequality in education, SDG 10. SDG 17 is dealing with partnerships with all universities and community service leaders to attain the main goal.
The study is designed to afford a framework for the instructors to be capable of dealing with these students, their learning styles, and the methods of teaching used to help them attain the language courses needed. Educational systems mandate that all learners with disabilities have the right to be in an educational setting that is similar to the regular classroom as possible. Special education is gathering the attention of educators and governments all over the world. To improve the quality of education and service provided, Egypt has also been working on the provision of special education and inclusive education. However, some problems occur in ensuring the access of students with disabilities in the classes and the curriculum (Sakiz and Woods, 2005). The lack of trained teachers is considered as one of the biggest challenges that need to be addressed.
Moreover, this study addresses the condition of the visually impaired students in the regular colleges under the Egyptian Integrated program. The research will also be useful to the government in fining the practical strategies to afford funding for building the infrastructure to be friendly to students with special needs. It is suggested that visually impaired learners need teachers who can address their learning styles (Anthony and Walshaw,2009). It has been noted that the instructors who do not receive training for teaching disabled students during their college education. There is an increasing number of universities aligning their activities with the SDGs, there is a sharp gap in knowledge and evidence. Researchers need to document the various activities relevant to sustainable development by universities
6-Methodology
The study is qualitative in its design. Myers (2002) stated that “A major strength of the qualitative approach is the depth to which explorations are conducted and descriptions are written”. Semi-structured interviews, observations, and a questionnaire have been utilized to gather data. Yin (2018) stated that the exploratory research is used when we need to examine new or insufficiently understood cases. The students' challenges, learning styles, and methods of teaching are investigated through all three methods. The rationale for choosing an exploratory design is that this is the design commonly used in studies that have explored learners’ beliefs about language learning (Horwitz,1988) to enable the researcher to dismiss any misconceptions learners may hold about language learning that may hinder successful language learning. Since the present study aims to examine learners with special needs challenges in learning English, exploring these challenges is considered a preliminary step to the implementation of new courses in the future. “The Grounded theory” is a qualitative approach to obtain a theory from the data collected. Strauss and Corbin (1990) emphasized the inductive nature of grounded theory research when they wrote, “One does not begin with a theory, then prove it. According to Glaser & Straws (1967) certain features characterize this theory. Second, the theory should be stated appropriately and should be understandable to people working in the substantive area. If the theory is not understandable to them, it might never be used. Glaser and Strauss (1967) pointed out, “Their understanding the theory tends to engender a readiness to use it, for it sharpens their sensitivity to the problems that they face and gives them an image of how they can potentially make matters better”. Third, the theory should be generalized. Moreover, it is not practical to develop a new theory for every single person. The fourth characteristics is control. Glaser and Strauss (1967) stated that “The substantive theory must enable the person who uses it to have enough control in everyday situations to make its application worth trying”.
6.1-Participants
The participants of this study are studying at Galala University powered by Arizona State University in Egypt. They are sixty learners with special needs as they are visually impaired. Galala University is situated in the Suez governorate and is attended by 10000 students. The teachers and the special needs students voluntarily agreed to participate in this research. This experimental study consists of two groups. The former is the special needs Egyptian students, who have a lot of similarities in their educational backgrounds from any other learner at GU. They were educated in regular high schools with sighted students since there is a new approach in Egypt to integrate these students with normal students in the learning environment. Inclusion education focuses on developing a learning environment where students with different needs and backgrounds, including those with emotional, cognitive, or physical disabilities may study alongside their classmates in conventional classes. The main aim of this system is to give all students a fair chance to go to college, learn, and develop the skills they need daily. The participants started their university education with preparatory classes and completed them successfully. They are studying business administration as a dual degree program at Arizona University with their colleagues. As for their personality traits, they are described as intellectual, hardworking, and ambitious learners. Above all, neither of them had a demand for positive discrimination in the process of their language learning experience, which is confirmed by their teachers as well. Moreover, these students are enrolled in the dual degree program offered by Arizona State University under the supervision of USAID. They are visually impaired students who stay all their academic term at GU. They are asked to participate in this study to assess their learning styles, teaching methods, the reason behind their problems while learning English, and their demographic information. The latter group of this study involved teachers who have taught learners with special needs in their classes with their other colleagues. There are six teachers and their age ranges from 30 to 50 years. Their teaching experience varies from 10 to 20 years. There was only one male teacher among them. They have joined various educational backgrounds. One of them studied English Language and Literature, the second studied Translation studies and only one of them graduated from the Department of English Language Teaching. However, they all hold a Ph.D. certificate in English. It is worth mentioning that although these teachers come from different educational backgrounds related to teaching English, none of these departments have integrated courses for special needs learners, so none of them have studied any course related to teaching learners with special needs. Rungfamai (2019) stated that the modernization theory examines the notion of building modern as opposite to traditional values, higher education has been seen to aid modernization of societies.
6.2-Procedure
The initial step is to be familiar with each student, his/her points of strengths, and weaknesses, and his/her learning style and the educational background. This can be done by questionnaires and assessments. The questionnaire was adopted from Horwitz (1988) Beliefs of learners after taking her permission to do so. Also, semi-structured interviews have been given to them to ask about the main obstacles which they face. The interview and the questionnaire have been administered to the teachers too. After completing the questionnaire, the participants will be observed for two months in which they are divided into two groups. Each group is given different tasks that address their learning styles. Then, they are going to answer the questionnaire again. At the end of the two months, the research participants will be thanked for their participation. The study will be explained to them, and any queries they have will be answered. The latter group of this study involved teachers who have experienced teaching learners with special needs in their classes with their other colleagues. Formal and informal observation was conducted.
6.3- Data Analysis
Johnson & Christenson (2014) states that the most suitable method of analyzing your data relies on whether you are conducting a qualitative, quantitative, or mixed study and the specific components of each type of study. The researcher is going to carry on the Grounded Theory Approach in this study. The SPSS 15 software is used to provide a descriptive analysis of the closed questions questionnaire, while the interviews are analyzed qualitatively. The interview has been coded and themed to the student’ education, learning styles and preferred methods of teaching. (Ryan,2003)
7- Results & Discussion
A thematic Analysis of Challenges in Inclusive Education
7.1-AssessmentChallenges
Traditional placement tests fail to accurately assess students with visual impairments, often rating them as “0” due to their inability to complete tasks in a
conventional manner but they are fine for other learners with disabilities. These tests cannot easily be completed by such students in their enrollment in community-based program. Additionally, alternative assessment methods such as oral or listening tests (Aryanti, 2014) should be considered. Interviews and questionnaires highlight students’ difficulties with sentence structure and reading comprehension. These challenges were answered by the aid of the teachers by reading the questions aloud, highlighting the importance of assistive support.
7.2-Curriculum Barrier
It is one of the main setbacks in inclusion education because of the various range of diverse disabilities in the learner. The curriculum is not always flexible and therefore does not fit for a wide range of students. Due to a lack of a tailored curriculum, equal access to quality education is not given to learners who are visually impaired or who suffer from other disabilities. Teaching vocabulary is one of the most important areas in foreign language (FL) teaching research (Atay and Kurt, 2006; Bagheri, 2015, Chou, 2017, Schmidt et al, 2009). It is very crucial to teach vocabulary in the process of FL learning so that the learners can communicate using the learned language. Many researchers have acknowledged that “making students aware of the new words they encounter and motivating students to learn and use the new words” are vital elements in the FL teaching setting (Grabe, 2009) This is attainable by increasing the learners’ word knowledge which entails mastering a word’s morphology, pronunciation, collocations, connotation and meaning associations, specific uses and register (Grabe, 2009; McCarthy & Carten, 2018).
7.3-Engagement and Avoiding Boredom
keeping students engaged without them feeling bored or disengaged is a major challenge. Innovative teaching methods, such as interactive activities, multimedia presentations, and hands-on learning experiences, should be explored to capture the interest of the students and to attain their attention throughout the lesson. This is obvious in their answers to the methods of teaching part of the questionnaire. They agreed to all methods of teaching that are not related to speaking or producing utterances. Some students struggle with writing due to their lack of familiarity with letters, spelling, and punctuation. Incorporating writing exercises into our lessons gradually by starting with simple tasks and increase complexity as their skills improve is a must. Additionally, providing individualized support and encouragement can help boost their confidence and motivation to write. Identifying the reason behind their boredom can help us in solving the problem. Their learning style showed their preference. The questionnaire showed that these students are “Activists” or “Convergers”. This is obvious in their answers to item numbers: 1,2,3,4,7, 21. They all either “strongly agree” or “agree” with these items which clearly identify their preference. They are also “Theorists” as shown in question numbers: 5,10,11,14,15,18,19. (See Appendix 1)
7.4-Overreliance on Pronunciation Devices
Many students heavily rely on pronunciation devices for word recognition, which hinders their ability to develop strong writing and reading skills. Teachers should encourage them to practice writing and reading independently, gradually reducing their dependence on these devices. Offering guided practice sessions and constructive feedback can aid in this process.
7.5-Lack of Program Familiarity
Some students may struggle with navigating the program effectively, which can hinder their learning process. Providing comprehensive training and ongoing support in using the program can help alleviate this challenge and empower students to utilize the available resources to enhance their learning experience.
VILs exhibit a wide range of skills, with varying strengths and weaknesses in reading, writing, speaking, and listening. To address this diversity, we can implement differentiated instruction strategies, such as tiered assignments, flexible grouping, and individualized learning plans, to cope with each student's unique and individual needs.
7.6-Limited Curricular Support
The current curriculum may not adequately address the needs of all students, particularly those with diverse learning styles and abilities. More supplementary resources should be explored. Also, adapting existing materials to accommodate the learners’ needs to ensure that they receive a well-rounded and inclusion education. Section three of the questionnaire is devoted to the “Methods of Teaching” applied in the classroom. “Grammar Translation Method” is presented by five questionnaire items represented in numbers: Two, Three, Four, Five, and Six (see Appendix 1). This method of teaching is adopted by the teachers in their classes. Section three of the questionnaire is devoted to the “Methods of Teaching” used in the classroom. “Grammar Translation Method” is presented by five questionnaire items represented in numbers: 2,3,4,5,6 (see Appendix 1). As for the “Direct method”, it is reflected in seven items. They are reflected in the following numbers respectively: One, Seven, Eight, Nine, Ten, Eleven, and Twenty–eight (see Appendix 1). As for the “Audio Lingual Method”, is presented by items number: Thirteen, Fourteen, Fifteen, Sixteen, Seventeen, and Twenty-five (See Appendix 1). Gardner (1993) has developed the concept of multiple intelligences and has given various evidence for the importance of a variety of senses in all learning, including language learning.
7.7- Addressing Disabilities
Students with disabilities require additional support and accommodations to fully participate in classroom activities. As educators, we must strive to create an inclusive learning environment by implementing accessible teaching methods, providing assistive technology tools, and offering personalized support to meet the unique needs of each student. The assistance needed should be tailored to fit individual needs according to their learning styles. On the other hand, these students have experienced stereotyping from their colleagues, families, and strangers. They need to develop their independent learning through their journey. Individual tutoring is crucial to help them become proficient in the adaptive skills required to be developed before dealing with their syllabus. They should cope with many other challenges as their proficiency in these skills. Usage of tactile memory is one of the most informative teaching strategies because it replaces visual memory. VIL can read texts by the aid of their fingers in the same way sighted learners read the texts. (Belova, 2017) stated that reading using fingers or eyes can both print or create an image of the word in the memory, so they can memorize it easier. Teachers should also open an open channel to enhance the collaboration between blind and sighted students (Salisbury et al, 2007). Furthermore, as for the assessment, Aryanti (2014) concluded that teachers can use oral or listening tests.
7.8-Attitudes
Societal attitudes can hinder the inclusion education. lot of discrimination can occur due to negative attitudes which causes barriers to learning. If the teacher has a large group of learners in the class who require individual attention because of their impairment, teachers may show negative attitudes towards the learner. This happens in all spheres of disability including those with visual impairments. Teachers, in this study, recommended increasing the course hours for their classes. Their students would take sufficient time to deal with the target language and could be given a chance to substitute the time they could not study at home. Learning styles reveal the priorities of a learner in the learning process (Dewar and Whittington, 2000; Durling et al.1996). If the materials are not tailored to be given to learners without thinking seriously about the learning style, then the learning process has lots of problems. (Abrahamian et al., 2004). Thinking about the learner’s learning styles in the learning process is crucial.
7.9- Physical Barriers
The essential role of a teacher who teaches (VILs) is to define their strengths as learners and to vary their activities accordingly. Learners with special needs can benefit from their participation in games that mingle words with movements as this enables them to learn by associating language with body movement experience (Kashdan & Barnes, 2002). Many students face some challenges in mastering some of the above-mentioned aspects in the process of learning a second language, the question remains how do special needs learners learn the target language in their classrooms?
8-Conclusion & Recommendations
The findings highlight the challenges faced by students, particularly those with visual impairments, in language learning environments. The challenges are related to assessment accuracy, engagement, writing difficulties, overreliance on assistive devices, and program navigation. They highlight the importance of integrating inclusive pedagogical approaches. Additionally, the diversity of skill levels among learners emphasizes the importance of differentiated instruction, while curricular limitations suggest the necessity for flexible and adaptive learning materials. Addressing these barriers requires a holistic approach that integrates innovative teaching methods, personalized support, and awareness of students’ preferred learning styles.
Moreover, social and environmental factors, such as societal attitudes, physical barriers, and teacher preparedness, play a significant role in shaping students' learning experiences. A shift towards more inclusive education necessitates modifications in teaching strategies. A careful attention should be given to material design, assessment methods, and classroom dynamics. Further exploration of the effectiveness of tailored interventions, focusing on enhancing accessibility and engagement for students with disabilities. By fostering an inclusive and supportive learning environment, educators can better help all learners and empower them with the necessary skills to succeed in language acquisition. It is recommended that instructors need to be provided with a structured framework to effectively support students with diverse learning needs, including those with different learning styles. This framework should equip educators with the necessary strategies and methodologies to enhance language acquisition, ensuring that students receive tailored instruction that meets their specific needs.
More research is needed in the area of students with disabilities to be developed. Training should be provided to the teachers who are expected to deal with these students to create a healthy learning environment that enables them to fulfill their dreams. Lots of work and cooperation is needed to be organized between The Ministry of Higher Education and all other concerned parties. Investigating aphasic deficits is beneficial because language is a function which is specific to human behavior and the brain. we should also rely on linguistic components: phonology, lexicon, semantics, and syntax, each of which can be selectively damaged. Accordingly, we can provide a clinical diagnosis. Also, we can test the cognitive models of linguistic functions.
We seek the application of current research results and best pedagogical practices that particularly focus on the ones that offer the most possibilities for students with visual impairments. (Boswinkel et al 2012). The learning environment that the students face is a major factor that can be changed and optimized; that is why it is the most important factor in developing the student's skills. This highlights the justification for US residency. Finally, lack of trained teachers is considered as one of the biggest challenges. Visually impaired learners need teachers who can address their learning styles (e.g. Anthony and Walshaw,2009; Quek and McNaill, 2006). I, myself, am a graduate of the Faculty of Education, English department, and I did not receive any education or training during my four years of education related to disabled students.
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