Inclusive Language Education and Digital Technology by Vilar Beltrán Elina;Abbott Chris;Jones Jane;

Author:Vilar Beltrán, Elina;Abbott, Chris;Jones, Jane;
Language: eng
Format: epub
ISBN: 1192816
Publisher: Multilingual Matters
Published: 2013-08-15T00:00:00+00:00

6 Information and

Communication Technology -

An Instrument for Developing

Inclusive Practice in the

Training of Modern Languages

Teachers

Lynne Meiring and Nigel Norman

Introduction

… those with special educational needs must have access to regular schools which should accommodate them within a child-centred pedagogy capable of meeting these needs. (UNESCO, 1994: viii)

This robust statement of intent from 1994 set a clear international agenda of inclusion, to which all countries must aspire. Clearly it will be interpreted differently by individual countries, and the implementation of the ideal will remain contentious, even nationally. What remains paramount, however, is that the rights of special educational needs (SEN) pupils to the most effective and suitable education must remain a priority. Clearly such a priority has resource implications, particularly where provision is in mainstream settings. Moreover, and even more significantly than in 1994, this will include resource issues of a technological nature.

Resources must also be allocated to support services for the training of mainstream teachers … Appropriate technical aids to ensure the successful operation of an integrated education system must also be provided. (UNESCO, 1994: 42)

The UK Context

Provision for SEN over the last decade has, in many respects, remained largely unchanged in the UK. This is demonstrated by the statutory procedural guidance of the Code of Practice for England (DFES, 2001), Wales (WAG, 2002), Scotland (Scottish Parliament, 2004) and Northern Ireland (DENI, 1998; DENI, 2005: Supplement), which remain the current Frameworks for provision. It does appear, however, that change is imminent in England. The 2011 Green Paper (DfE, 2011b) sets out a vision for reform, including wide ranging proposals to improve outcomes for children and young people who are disabled or have SEN. Based on these proposals there does seem to be an emphasis on disability and SEN, whereas in Wales the agenda has broadened to include a wider range of educational needs, such that SEN forms a part, albeit a significant one, of the broader term additional learning needs (ALN) (WAG, 2010). Whichever term is considered in the context of teaching and learning, the implications for an inclusive classroom are considerable, in that both ALN and SEN encompass a wide range of needs. This is manifested by the widening of the agenda of inclusion, and the increased and broadened emphasis on Human Rights, given particular prominence in the Salamanca Agreement (UNESCO, 1994), and subsequently in UK legislation (Equality Act (Home Office, 2010), Every Child Matters (DfE, 2003), and Rights to Action (WAG, 2004)). These factors clearly impinge upon initial teacher training and continuing professional development of teachers. This emphasis emerges strongly in UNESCO 1994:

Universities have a major advisory role to play in the process of developing special needs education, especially as regards research, evaluation, preparation of teacher trainers, and designing training programmes and materials. (UNESCO, 1994: 28)

One of the major issues is whether there may be a case for a distinctive pedagogy for particular learning needs within modern foreign language (MFL) lessons. This clearly has relevance for the selection and use of resources, and in particular the role and benefit of information and communication technology (ICT) in an inclusive curriculum.

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