Assessing Disability-Inclusive Language Teaching Methods with Multimodality and Universal Design Principles

Autor/in	Eikel-Pohen, Mona
Titel	Assessing Disability-Inclusive Language Teaching Methods with Multimodality and Universal Design Principles
Quelle	In: Unterrichtspraxis/Teaching German, 52 (2019) 1, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1221
Schlagwörter	Inclusion; Teaching Methods; Second Language Learning; Second Language Instruction; German; Case Studies; College Students; Blindness; Hearing Impairments; Learning Disabilities; Access to Education; Student Needs; Consciousness Raising; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Deutscher; Case study; Fallstudie; Case Study; Collegestudent; Blindheit; Hearing impairment; Hörbehinderung; Learning handicap; Lernbehinderung; Education; Access; Bildung; Zugang; Bildungszugang; Bewusstseinsbildung; Unterrichtserfolg
Abstract	This article describes a case study of teaching German at the college level for four semesters with a student born blind (with increasing hearing loss). It presents an assessment tool to measure the qualitative and quantitative efficacy of disability/blindness-inclusive language teaching methods using multimodality and Universal Design principles. The assessment evaluates and ranks eleven language teaching methods used, among others, over four semesters. The methods are discussed with respect to the impact that multimodality and Universal Design principles have on the accessibility for the individual student's needs and dis/abilities as described in the case. The article concludes with reflecting on the assessment tool's quality and effectiveness and stresses the need for more awareness-raising as well as data-driven research with methodic analyses at the intersection of language pedagogy and applied disabilities studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01