Bridging the Gap: Fostering Inclusive Learning for Visually Diverse Learners in the EFL Classroom

Enfoque

Despite international laws and guidelines that emphasise inclusion and equality in education, full inclusion is yet to be realised. In fact, notwithstanding ongoing efforts, challenges persist at achieving genuine inclusion. The most resorted approach, namely mainstreaming, has faced challenges considering that adaptations in the sake of inclusion have often led to hidden forms of segregation, resulting in mere integration processes. In that regard, higher education should adopt a proactive approach that values diversity and promotes Universal Design for Learning (UDL) using technologies to provide multiple means of representation. This study aims to analyse the current status of visual diversity in EFL classrooms in Spanish higher education and identify social barriers for visually diverse learners. It emphasises the importance of UDL and technology for inclusive learning environments.

This study delves into the experiences of visually diverse (VD) learners within the EFL (English as a Foreign Language) Spanish university classroom. The aim is to gain a comprehensive understanding of the challenges these learners face in this unique educational context and explore their perspectives. The research methodology employed for this study involves the use of a questionnaire to collect data on learners’ perspectives, offering valuable insights into the realities they confront in said context. Results show that lecturers’ limited knowledge and resources hindered the accessibility of learning materials for visually impaired learners, leading to missed information and hindered participation. Furthermore, VD learners required additional time due to reliance on text-to-speech tools in reading comprehension activities. A key takeaway from the study was that VD students overwhelmingly preferred having access to texts in advance, either with instructor assistance or digitalisation in a compatible format, to prepare for lessons effectively, rather than rely on impromptu in-class readings. Therefore, these findings highlight the importance of thorough lecturer preparation, which includes anticipating potential barriers and proactively providing accessible materials in advance, with the help of technology, to ensure accessible learning for VD learners.

The study contributes to the existing body of knowledge on inclusive education and provides meaningful insights for educators, policymakers, and practitioners. The study’s findings have the potential to inform and guide efforts to establish accessible and equitable learning environments for VD learners in EFL university classrooms. By understanding the challenges they face, education stakeholders can proactively work towards promoting inclusion for VD learners in the EFL context. This research serves as a foundation for further investigations into the topic and lays the groundwork for future initiatives aimed at supporting VD learners in their EFL education.