Курсовая с практикой на тему Teaching English to blind and visually impaired people

Содержание:

Introduction 3

Chapter 1. Theoretical study of the process of teaching English to blind people 5

1.1 Difficulties in teaching English to blind people 5

1.2 Technologies that help blind people learn English 6

1.3 Methods of teaching the visually impaired and the blind 9

Chapter 2. An empirical study of the process of teaching English to blind people 18

2.1 Organization and methods of research 18

2.2 Research results 20

2.3 Recommendations for effective teaching of English to blind people 22

Conclusion 32

LITERATURE 34

Введение:

Introduction

Relevance of the study. Today, teaching English to students with visual impairments is a very poorly

studied area. Despite the fact that most modern methods use different visual aids, blind and visually impaired students can learn foreign languages as well as students without visual impairments. To obtain a positive result, it is necessary to apply not only proven and verified teaching techniques, but also take into account certain specifics related to the organization of the learning space, the preparation of educational material in a format adapted for the student, and use special technical means.

According to published statistics from the World Health Organization, today approximately 39 million people suffer from vision loss and 1.3 billion people have some form of visual impairment. But it is impossible to find accurate statistical data, because not all blind people are members of public organizations of the blind, which accumulate this information.

Every year the number of people suffering from eyesight becomes more and more. It depends both on the growth of hereditary diseases and on the increase in the number of genetic visual impairments. Today, no one is safe from decreased visual function or complete loss of vision.

This problem has not been sufficiently studied, which determined the relevance of this study.

The purpose of the study: To study the peculiarities of teaching English to blind and visually impaired people.

The object of the study: blind and visually impaired people.

Subject of research: Teaching English to blind and visually impaired people.

Research objectives:

1. To study the difficulties in teaching English to blind people.

2. Consider technologies that help blind people learn English.

3. Consider methods of teaching visually impaired and blind people.

4. To conduct an empirical study of the process of teaching English to blind people.

The following research methods were used in the work:

1. Theoretical: method of description; analysis; synthesis, systematization of provisions from psychological and pedagogical research.

2. Empirical: observation; psychological and pedagogical diagnostics; pedagogical experiment; quantitative and qualitative processing of results.

Methods:

Braille Method.

Experimental research base:

«Russian State Library for the Blind» (RGBDS).

The selection consisted of 10 people 25-25 years.

The practical and theoretical significance of the results of the magic design consists in the development of a manual for teaching English to blind and visually impaired people, as well as further study of this problem

The structure of the study: the work consists of an introduction, two sections, a conclusion, a list of sources used and appendices.

Заключение:

Thus, It should be noted that the most effective method of teaching visually impaired children is the audiolingual method. The advantage of this method is the development of such important skills as speaking and listening. The use of the audiolingual method, in comparison with other methods, greatly facilitates the process of mastering a foreign language, providing consistency, clarity and integrity in teaching practical language skills, makes language proficiency available at different ages.

The building of a skill occurs directly, without first memorizing the rules, since their learning before speech development does not guarantee the practical use of knowledge, but, on the contrary, inhibits the active use of language constructions.

Using computer technologies in teaching English to blind and visually impaired children, the teacher can choose computer programs for the lesson, didactic material and individual assignments, help students in the process of work, assess their knowledge and development. The use of ICT makes it possible to make an informed choice of the best training option. At this stage, in the absence of the necessary educational material for blind and visually impaired children, the use of ICT in English lessons with the use of special programs for enlarging the text, speech access, is the only available and effective method of learning a language, increasing motivation to learn a foreign language. It is information technologies that can make the educational process for the blind and visually impaired student personally significant, in which each student will be able to fully reveal their creative potential, show their abilities, imagination, creativity, activity, independence, since the main problem of the blind is overcome — limited access to information and isolation from the outside world and, most importantly, inclusion in the general socio-cultural environment.

But even completely blind people can learn languages and become polyglots. A wonderful example of this is the poet Vasily Eroshenko, who became blind in childhood and was already blind, he thoroughly learned 11 languages and could understand 22 more languages tolerably. The only instruments of the poet were only a record player, recorded records with a foreign speech and live communication with foreigners.

While living in Japan, he even wrote poetry in Japanese, which earned him respect in the land of the rising sun. He also successfully translated works of fiction by other authors into Russian and Esperanto.

Thus, at the beginning of the experiment 10% (1 person has a high level, 30% (3 people have an above-average level, 20% (2 people have an average level, 30% (3 people have a low level and 10% (1 person) has a higher low level of memory development.

Based on the results of the diagnosis, we came to the conclusion that respondents with low, high, low and medium levels of development of the ability to speak English need a correctional program to improve their ability to speak English

At the end of the experimental 40 % (4 person has a points highe, 60% (6 people have an average level of memory development.

We were convinced that the implemented correctional program for the development of the ability to speak English among respondents with vision problems effectively affected the level of speaking English in the experimental group

Фрагмент текста работы:

Chapter 1. Theoretical study of the process of teaching English to blind people

1.1 Difficulties in teaching English to blind people

The following groups of people with visual disabilities can be distinguished: [1, p.32]

1. Blind — whose visual acuity ranges from 0 to 5%. Sometimes they can have

insignificant photosensitivity and even distinguish the general shapes of objects, but they are not able to use vision as the main instrument for perception.

a) totally blind — they see nothing at all;

b) blind with residual vision — they can distinguish light, the contours of objects, color, see in separate parts of the field of vision.

2. Visually impaired — have a decrease in visual acuity of varying degrees. In the international classification of diseases, it is considered to be visually impaired people with visual acuity from 5% to 10%. People with such vision may well use the visual apparatus to perceive the world.

3. People with low vision — have difficulties in visual perception of information, which can be partially or completely corrected (with glasses, etc.), they can also have problems with binocularity1, which makes it difficult to determine the distance to the object, etc.

Working with the visually impaired requires a number of precautions and measures to protect the residual vision, but these people may well study both reading and writing.

But blind people need completely different methods and technologies for learning foreign languages.

Therefore, in general, teachers teach based on their own experience, and not on well-known and proven teaching methods. Of course, there are practices of various schools for the blind and visually impaired, but there are still no studies of their effectiveness. However, there is no other option.

Teachers independently look for techniques and techniques that allow the blind and visually impaired to fully perceive the material and learn English.