Engaging Blind Student in English Translation Class: A Report on Differentiated Instruction Implementation

Braja Perkasa Bimantoro,Alies Poetri Lintangsari,Destina Wulandari

doi:10.21776/ub.educafl.2021.004.01.03

Braja Perkasa Bimantoro, Alies Poetri Lintangsari + Show 1 more

Open Access

https://doi.org/10.21776/ub.educafl.2021.004.01.03

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Abstract

English Language Teaching practices in Indonesia have challenged the diversity including cultural background, values, customs, beliefs as well as the disability. As Indonesia ratified CRPD (Convention on the Rights of People with Disabilities) and passed the Education ministry number 46 of 2017 about special support for students with special needs, the inclusion of students with disability in higher education is increasing. Implementing differentiated instruction for Inclusive education in English language teaching practices is one of the strategies to fulfill and accommodate students with special needs. This research aims at reporting the implementation of differentiated instruction to increase the engagement of students with visual disabilities in learning English in mainstream class. The participant is a totally blind student who attended English translation class. Employing the qualitative research design, this research documented the differentiated instruction implementation by observation and interview. Implication and recommendation are postulated as resourceful insight to encourage inclusive ELT practices.

Highlights

Corresponding Author: 1. Research Background According to (Bhardwaj, 2016) education makes us develop another perspective of looking at life, it helps us to have a point of view and build opinions to react to something
Inclusive education is one of the goals of education equalization based on Indonesia Law number 8 of 2017 about people with disability, the law guarantees the right of people with disability in all aspects including education
The second challenge is teachers should provide the special needs in education freely means students can have it for free. 60% teachers strongly agree that free special needs education is important, it will help for proper planning, curriculum and environment for students with visual disability access the learning process

Summary

Introduction

Corresponding Author: 1. Research Background According to (Bhardwaj, 2016) education makes us develop another perspective of looking at life, it helps us to have a point of view and build opinions to react to something. 60% teachers strongly agree that free special needs education is important, it will help for proper planning, curriculum and environment for students with visual disability access the learning process. According to (Kirk, Gallagher, Coleman, 2012) students with visual disability have an effect on students' cognitive and vocabulary development, blind learners had less understanding of words, so they might understand something without fully understanding the concept. In learning English, (Lailiyah, Iswahyuni, Lintangsari, 2020) states that students with no vision will have more difficulties to spell English letters since the inconsistency between sounds and spelling, the research postulated that blind learner face many challenging factors in English Spelling, such as different language between L1 and L2, lack of exposure to the word formation, student preferences, and inherent language. In the other word decreasing function of senses makes the other senses increase their function

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