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MODERN METHODS OF FOREIGN LANGUAGE TEACHING TO
STUDENTS WITH DISABILITIES
Mirzayeva Makhliyokhon Suratjon kizi
https://doi.org/10.5281/zenodo.13928618
Abstract.
The article describes modern methods of teaching English to
students with disabilities. The possibilities of inclusive teaching of a foreign
language are considered using the example of visually impaired and blind
students as part of a study group of students who do not have visual
impairments.
Key words
: teaching English, students with disabilities, inclusive
education, modern methods, teacher's experience.
The last decade has been characterized by the growing attention of the
teaching community to conducting research to determine the possibilities of
implementing inclusive education for individuals with disabilities at all levels of
education. The fundamental principle of inclusive education is the exclusion of
any discrimination against schoolchildren and students and, at the same time,
the creation of special conditions for students with special educational needs.
Supporters of inclusive education believe that everyone has the right to receive a
full education.
In recent years, Uzbek society has largely turned to face people with
disabilities, has become much more tolerant and accepting of them, but
sympathetic attitude alone is not enough, specific actions are needed, and in
education, scientifically based actions. An attentive and sensitive attitude of a
teacher to students with visual impairments is certainly an important condition
for the success of the educational process. Such an attitude liberates the student,
allows him to better reveal his personal potential. However, we should not
forget that a student with disabilities is in the same classroom with ordinary
students and is involved in the traditional educational process, which makes its
own demands on students. The teacher must plan each lesson and academic
semester, as well as the practical implementation of the objectives of the
university curriculum as a whole. The teacher must pay attention to each
student during classroom work [1].
In connection with the organization of inclusive education, teachers have
defined and completed the following tasks when working with students with
disabilities in teaching a foreign language based on modern methods:
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Students mastered the above discipline during the first and second years.
Based on modern methods, students with disabilities take part in classroom
classes together with other students in their study group. In these classes,
students with disabilities use specialized technical means of receiving and
transmitting information in a form accessible to them, as well as electronic
educational resources.
For example, students with visual disabilities use the most common
method of reading and writing - Braille, invented by the Frenchman Louis
Braille. This is a tactile reading system for the blind, consisting of six-dot signs
called cells or squares. Braille exists in different languages and is used by the
blind all over the world. Due to the limited speed of writing in Braille, currently
the classroom mainly uses a computer, as well as specialized technologies
created on the basis of the Braille font. Computer typhlotechnologies are the
general name for a set of tools that provide blind and visually impaired people
with the ability to independently use a personal computer and programs for
technical devices [2]. The ability of people with visual disabilities to
independently use computer typhlotechnologies is one of the important areas in
the process of inclusive professionally oriented training of students. The
Select educational materials that correspond to the academic
program, but nevertheless adapted for students with
disabilities;
develop a system of homework and methods for
checking them;
develop a convenient form of final control of acquired
knowledge for students with disabilities;
find optimal electronic resources for solving all of the
above tasks;
provide maximum assistance to students with disabilities in the
process of their adaptation to the educational conditions and to
the social life of the university
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following professionally oriented training devices are installed on the computer
of visually impaired students:
There are also specialized speech synthesizers (additional voices that
allow working with foreign languages) for the NVDA program. They are installed
separately. During the lesson, the speech access technical device reproduces
everything that is written on the computer screen. If special synthesizers are
available, this technical device recognizes the language in which the text is
written and pronounces it in compliance with the rules for reading this language
(Russian, English, German, etc.). Visually impaired students perceive
information by ear through an earphone, which allows them to read books, work
with textbooks, and use the Internet [3]. Thus, teaching a foreign language to
students with disabilities based on computer technology and the Internet is an
intersection of various fields of knowledge, and is closely related to the progress
of information technology, software development, research in the field of
artificial intelligence, as well as the theory and practice of computer-based
learning.
Today, the possibilities of computer technology include a variety of
educational programs for students with disabilities, among which are teaching
individual aspects of a foreign language, developing speech skills, control
programs for assessing language knowledge and programs introducing the
socio-cultural aspects of the country where the language is studied. To organize
such activities, certain technical characteristics are necessary, especially high-
speed Internet access during classes for effective data exchange, especially by
students with disabilities. However, the use of information from the Internet as a
form of independent work in free time should be widely used in everyday
teaching practice.
To summarize, we can conclude that the development of Internet technologies
and artificial intelligence has opened up limitless opportunities for enriching the
A screen access
program that reads
everything that
happens on the
user's monitor (for
example, Jaws for
Windows, NVDA);
a program that
converts digital
information into
oral speech, which
is read by a screen
reader (for example,
Jaws, NVDA).
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process of learning a foreign language, making it more interesting for modern
students with disabilities, as well as more effective due to new, accessible
means. The development of Internet technologies allows using modern methods
for teaching foreign languages, students with disabilities can use special
applications, online platforms and artificial intelligence capabilities to gain new
knowledge. Each modern method has its own characteristics, and the scope of its
application depends on this.
References:
1. Durdona A. A. (2023). The significance and methods of teaching a foreign
language to children with disabilities. Science and innovation, 2 (Special Issue
14), 189-191. doi: 10.5281/zenodo.10157191
2. Pakhonina E.V. METHODOLOGY OF TEACHING FOREIGN STUDENTS / E.V.
Pakhonina // International Research Journal. - 2024. - No. 5 (143). - URL:
https://research-journal.org/archive/5-143-2024-
may/10.60797/IRJ.2024.143.66 (date of access: 14.10.2024). - DOI:
10.60797/IRJ.2024.143.6
3. Romanovich M. Yu., & Shcherbakova N. V. (2021). Teaching a foreign language
to people with visual disabilities in a linguistic university. Bulletin of Moscow
State Linguistic University. Education and Pedagogical Sciences, (2 (839)), 160-
169.
