TEACHING OF ENGLISH AT TURKISH SCHOOLS FOR THE BLINDForeign language teaching has been a problem for many years: this is true for all learners, not just disabled children. The Parrot Model has meant that even university graduates are not competent enough. The Turkish Ministry of Education's most recent targets now aim for more interactive and creative learning.
This paper takes some of the recommendations of the report of a Ministry of Education in service training course, run in July 2005 with the support of the British Council. We will discuss 3 points: suitable materials and methods, participation of disabled people, and the dissemination of good practice.
Firstly , the methodology for effectively teaching visually impaired students should be clarified. Learning without sight requires different approaches; mainstream language teaching depends on very visual methods that are meaningless for a blind learner. Teachers need to fully understand what complementary approaches are needed. Furthermore a wide range of suitable materials should be developed, starting with text books designed for visually impaired learners.
Brailled text books and complementary materials must allow children to get full exposure to written English (to learn correct spelling). Electronic books and digitally recorded material should be widely available. Disabled teachers should have equal access to training opportunities, and like their sighted colleagues be able to find and download materials from the Internet.
Secondly Disabled people are key partners on the road to better English learning. People with experience of disability are the real specialists, with understanding of the barriers and different solutions. It is important that they are able to be part of the solutions. Successful graduates who return to the school where they started their education can explain to teachers needs that the young children can't; can talk with the parents of visually impaired children and reduce unnecessary fears that many sighted parents have, that cause over protectiveness. And they can guide the children with whom they form special bonds with the children. Special schools can have advisory committees to develop effective learning opportunities and social development of the children; good practice should be shared between schools. All school staff should be involved for the long-term benefit of the children.
Finally, Good Practice should develop with input from all stakeholders: everyone working at a school for the blind, family members, and older children are all able to see different aspects of the school life of a visually impaired child. All can have opinions and discuss different methods. With shared responsibility, all become a part of the solution, with raised awareness. Good practice then needs to be shared between schools, at a national level. For this the Ministry of Education should raise the levels of education in all schools for the blind by develop clear policy that is implemented with the participation of teachers, parents, volunteers and especially disabled people.
CLAIRE ÖZEL HURI ÖZEL
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