Raising Awareness of Language Learners with Color Vision Disabilities

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Ryota Moriya, Utsunomiya University

Reference Data:

Moriya, R. (2016). Raising awareness of language learners with color vision disabilities. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT.

There are many learners with special needs in the classroom. Learners with disabilities are one example. A social model of disability suggests a paradigm shift from the notion of disability as impairment towards that of disability as inaccessibility. This paradigm shift begs the following question. Who are learners with special needs? Learners with special needs are defined as learners with inaccessibility to education; they include learners with gender, racial, ethnic, cultural, and language differences. The social model of disability enables teachers to play a major role in improving accessibility to the classroom for learners with special needs. This paper introduces the ARTS framework—assessing, redesigning, teaching, and supporting—in the context of language classes in order to raise awareness of learners with special needs through examining the example of learners with color vision disabilities.