Interviewing the EFL teacher
The Implementation of Inclusive education services for the blind student
Steps in Conducting the research
Research Topic
Implementing Triangulation
Observing the class activities done by EFL teacher and blind student
Interviewing the blind student's classmates
Universal Design Learning (UDL)
Differentiated Instruction (DI)
Implementing inclusive education, the process of providing all learners
with equal educational opportunities, is a major challenge for many
educational systems worldwide, for it requires changes to values,
system, and practices. From 2012 until 2018, there have been 124
SWD with various disabilities studying in Universitas Brawijaya.
However, data on what has led EFL teachers to join the reform of the
teaching instruction and how they tackle problems during
implementation of inclusive education for blind student cannot be
indicated.
Case study design employed to reveal descriptive data via qualitative
approach
The research utlilized case study design because it generates an indepth understanding of a specific phenomena, in this case, how an EFL
teacher taught one blind student in Universitas Brawijaya. It is under
qualitative research approach since the data obtained from the interview
and obeservation instrument are presented desriptively.
Theoritical Framework
Research Instrument
Interview
Observation
The voice of blind student
Research Problem
Inclusive education services for the blind:
Values, roles, and challenges of university
EFL teachers
The blind student has challenges in mobility, access to accessible
materials and group work
Strategies
Physical Environment
Teaching English for the blind student: strategies and challenges
Reserach Method
Teacher behavior
Challanges
Student engagement
Material or sources
Explanation on Research Method
Instructional strategies
Results
Value
Roles
Challanges
Dinar Ayu Asyifah (1810302001)
Devansa Riski Indrasara (1810302002)
Febriana Aminatul K. (1810302003)
Kenti Sugiyati (1810302004)
Reference
Lintangsari, A. P., & Emaliana, I. (2020). Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers. International
Journal of Evaluation and Research in Education, 9(2), 439–447. https://doi.org/10.11591/ijere.v9i2.20436
The class and chair limits blind student mobility
Verbalizing all the visual concepts she displays in her slides.
teacher provides material and resources that is accessible for blind
students in form of word files and Google classroom activities.
Differentiating assignment and examination
EFL teacher value, roles and challenges for teaching blind student
GROUP 1
The EFL teacher integrated the values of UDL and the concept of
DIS as the efforts to accommodate the blind student in her class.
Key Findings
Access to accessible textbooks used in classroom is limited
Teacher lacks of knowledge, skills, experience and inadequate
resources in accommodating blind student in ELT class
Viewing a blind student is a student first and seeing his blindness as the
innate characteristics as other students have
as a teacher as teachers who are required to possess professional
compulsory competencies, i.e. pedagogic, professional, social, and
personality competencies, she should be fair in welcoming our various
students.
challenging issues related to infrastructure, accessible textbooks
access, blind students’ self-efficacy, assistive technology and
teaching method are challenges she has to encounter ahead.
Implementing university policy as prime reasons for practicing
inclusive education, utilizing UDL and DI as the key to
successful implementation for instructional teaching, and
inadequate resources and teacher training as the main
challenges.