Title
Inclusion of students with sensory disability in the EOI English-language classroom in the Valencian community
Conference name
9th International conference Media for all
City
Country
Spain
Date
27/01/2021-29/01/2021
Abstract
This study encompasses three different spheres: foreign language (FL) didactics, inclusive education, and translation studies. An inclusive approach is currently being encouraged by both national and international regulations in order to guarantee equal rights among students. Inclusivity in education not only recognizes the right of people with disabilities to study alongside their peers without impairments, but also highlights the need for greater involvement from the educational community in order to meet their needs within the mainstream educational system. Likewise, in the present-day world, there seems to be an increasing demand for learning FLs, particularly English. Thus, any person with a disability who wishes to learn English (or any other FL) must be able to access this training on equal terms and in a mainstream classroom. On the other hand, within Audiovisual Translation (AVT) Studies, there is an abundance of research regarding subtitling for the D/deaf or the hard of hearing (SDH) and audio description (AD). Similarly, several studies on the potential of these AVT modes with nondisabled FL students have already been carried out. However, AVT has barely been explored as an educational tool for learners with sensory disabilities.
For the reasons outlined above, the aim of this study was to explore and describe what measures for attention to diversity were being adopted during the 2018-2019 academic year for students with sensory disabilities in the EEOOII (abbreviation in Spanish for Escuelas Oficiales de Idiomas, Language Official Schools) of the Valencian Community (Spain). In addition, a second objective was to verify whether AVT—especially SDH and AD— played a role within those measures. To gather both quantitative and qualitative data on these two issues, three instruments were implemented: (1) personal interviews with directors, English department heads, and English teachers at the EOI centers in Valencia-Zaidía, Castellón, and Alicante; (2) a questionnaire aimed at the English teachers of the 24 existing EEOOII in the Valencian Community; (3) an analysis of the information related to this issue available on the centers’ websites.
Finally, data shows how a reduced number of students with sensory disabilities actually enroll in EOI courses. Teachers report several difficulties in achieving inclusion for such profiles, which will be detailed in this presentation. Our results also include a list of the measures for attention to sensory-disabled students which have been taken so far at the EOI centers. Finally, we recognized the virtually non-extant role of AVT in these classrooms, and, subsequently, its more limited use as a tool for providing a truly inclusive educational environment for sensory-disabled learners.
For the reasons outlined above, the aim of this study was to explore and describe what measures for attention to diversity were being adopted during the 2018-2019 academic year for students with sensory disabilities in the EEOOII (abbreviation in Spanish for Escuelas Oficiales de Idiomas, Language Official Schools) of the Valencian Community (Spain). In addition, a second objective was to verify whether AVT—especially SDH and AD— played a role within those measures. To gather both quantitative and qualitative data on these two issues, three instruments were implemented: (1) personal interviews with directors, English department heads, and English teachers at the EOI centers in Valencia-Zaidía, Castellón, and Alicante; (2) a questionnaire aimed at the English teachers of the 24 existing EEOOII in the Valencian Community; (3) an analysis of the information related to this issue available on the centers’ websites.
Finally, data shows how a reduced number of students with sensory disabilities actually enroll in EOI courses. Teachers report several difficulties in achieving inclusion for such profiles, which will be detailed in this presentation. Our results also include a list of the measures for attention to sensory-disabled students which have been taken so far at the EOI centers. Finally, we recognized the virtually non-extant role of AVT in these classrooms, and, subsequently, its more limited use as a tool for providing a truly inclusive educational environment for sensory-disabled learners.