Abstract
inclusion in higher education is one of emerging perspectives in English language teaching and research. Similar to other contexts around the world, inclusive education in the Omani higher education is receiving more attention from practitioners, researchers and institutions. Research in Oman suggests that addressing the learner’s skills, interests, strengths and potential difficulties as well as positioning the student’s demand to match the 21st century skills are of vital significance to effective language education. It also proposes that initiating support service systems, procedures and innovations in technology and pedagogy can lead to more effective inclusive English language teaching. This paper looks into the concept of the learner profile of the visually impaired in higher education institutions. It explores how establishing a learner profile for this type of learners can promote more effective approaches to inclusive English language and enhance the successful integration of visually impaired students in mainstream English language classrooms. The study draws on findings of a qualitative approach that explored the perceptions and practices of teachers and visually impaired students in inclusive English language teaching setting in a university in Oman, and how aspects relevant to learner profile emerged from the study data analysis. Potential challenges and implications of inclusion in higher education are also discussed.
Presenters
Jamila Al SiyabiLecturer, Centre for Preparatory Studies, Sultan Qaboos University, Al Batinah, Oman
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
INCLUSIVE EDUCATION, LEARNER PROFILE, LANGUAGE TEACHING AND LEARNING, SPECIAL NEEDS, HIGHER EDUCATION, VISUALLY IMPAIRED STUDENTS
