Seeing Through the Eyes of Blind: A Case Study of an EFL Undergraduate Student Halil İbrahim Çınarbaş International Education Conference at Maltepe University April 16-17, 2014

Burada can you read the text in the screen diye sor…

Introduction Special education is an educating practice, which deals with students with special needs in a way that addresses their individual differences and needs. Ideally, this process involves the individualized education and systematically monitored process and arrangements of teaching procedures. Students with special needs are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, and a specifically adapted teaching area. Special needs include learning disabilities, communication disabilities, emotional and behavioral disorders, physical disabilities, and developmental disabilities.

Introduction cont. There is a mismatch between what Turkish education system offers and what is required to teach students with special needs. Students with special needs are overlooked. Mostly, they are at risk of falling through the cracks of the educational system.

For this reason, the extent to which the regular classroom instructor is prepared or willing to accommodate the student with visual impairment also becomes a major component of the student’s success or failure during the foreign language learning experience (Guinan, 1997).

Defining Visual Impairment/Blindness An impairment in vision that, even with correction, adversely affects an individual’s educational performance. The term includes both partial sight and blindness. (Federal Register, 2006) accompanying the Individuals with Disabilities Education Improvement Act (PL 108-446) Individuals who are blind are often quite capable of leading successful and independent lives.

Classification of Learners with Visual Impairments Blind Functionally blind Low vision

Background Presumably the first article ever published about blindness and foreign language learning was written by a blind teacher called Morrissey in 1931. According to MEB figures in 2006-2007 school year there were 49 elementary and 115 educational and training schools for visually impaired students.

Turkish Context

Rationale It is essential that researchers begin to explore the specialized nature of these blindness-specific challenges as they relate to foreign language study so that these findings can be addressed and applied in the instruction of students with visual impairment. Various research studies reveal that students who are blind and visually impaired lose interest in school because they feel discouraged after receiving failing or low grades compared to their peers in the regular or integrated classroom setting.

In this slide, I will mention the awareness we got from the project and the project is the basis of our research.

Demographic Information Participant: 19 years old male undergraduate student in ELT* Setting: A foundation university in the south east of Turkey Time frame: 2013-2014 education year * Veysel is a pseudonym in order to protect his privacy.

Research Question The study aims to find out what are the experiences of a learner with visual impairment in an undergraduate program of ELT?

Methodology Qualitative research is used as a research method because qualitative research is used to understand and explain the meanings made by participants in an activity or context (Morrow & Smith, 2000). Qualitative study. Creswell (1998) defines qualitative research as “an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. The researcher builds a complex, holistic picture, analyzes words, reports detailed views of informants, and conducts the study in a natural setting” (p. 15).

Case Study Case study allows the researcher to uncover specific details and particularities from the vantage point of the study participants. As Stake (1995) suggests, case study provides Data grounded to reality Development of strong generalizations based on observable, factual realities Recognition of the importance of social construction, organization, and truths in influencing certain phenomena The inherent design of case studies (Tellis, 1997). Cohen, Manion & Morrison (2007) note that the advantages of the case study method in conducting educational research include the following: (1) grounded to reality; (2) development of strong generalizations based on observable, and thus, factual realities; (3) recognition of the importance of social construction, organization, and truths in influencing certain phenomena;

Data Collection and Sources In-class observation In-school observation Interviews with the student Interviews with the peers Interviews with the instructors Elaborate on each source when you speak!! Denzin (1970) adds that “the qualitative researcher is expected to draw upon multiple (at least two) sources of evidence…to seek convergence and corroboration through the use of different data sources and methods (291).

Preliminary Findings Observations revealed that although Veysel tries hard to fit in the environment, some of his instructors and his peers have negative attitudes towards him because of his special needs. Veysel reported that he has no academic freedom because of the lack of “accommodations” His peers reported that they can not fully concentrate on the class because of Veysel’s needs in class.

Preliminary Findings cont. His instructors said that they have difficulty in adapting materials for him and differentiating their instructions. The instructors reported that they were not trained to provide support for this particular student and also for students with special needs in general In some classes where the instructors are aware of the students needs, the student feels confident and successful

Conclusions and Implications Raised awareness for the accommodation of such learners is urgently needed. Physical betterment is also needed--- building access, transportation access, teaching materials, and etc. The use of technology should be enhanced. There is not sufficient materials for such learners such as e-books and audio books.

Conclusions and Implications cont. Many teachers find it very difficult to ensure understanding, even with a class of fully sighted pupils, in spite of the repertoire of visual cues -such as flashcards, mime, gesture, attractive symbols and reminders displayed on the walls-. More training is required for the instructors so that they can be capable of meeting the special needs of such learners.