A UJI thesis analyses hearing and visual functional diversity in university classrooms



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## A UJI thesis analyses hearing and visual functional diversity in university classrooms

19/07/2022 |
SCP

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* [![ tesi-diversitat-funcional tesis-ana-isabel-martinez](/com/investigacio/arxiu/noticies/2022/7/tesi-diversitat-funcional/tesis-ana-isabel-martinez.jpg)](#)

Ana Isabel Martínez Hernández, doctoral student of the Universitat Jaume I, has defended her doctoral thesis with international mention entitled "Functional diversity in higher education. Curriculum accommodation for people with vision disability or hearing impairment in the English as a Foreign Language classroom" and directed by lecturer Begoña Bellés Fortuño, from the Department of English Studies.

The study addresses functional diversity in the English as a Foreign Language classroom and analyses the experiences of students with visual and hearing impairments, but also of the teaching staff, with the aim of achieving real inclusion in higher education in Spain, in general, and at the Universitat Jaume I in particular, in accordance with the requirements of current legislation. This is a pioneering fieldwork at the UJI that has been carried out with the support of the Disability and Diversity Unit of the Universitat Jaume I and following the guidelines of the deontological commission in terms of data protection.

The work, which has been carried out in several phases, includes a series of meetings with the staff of the Diversity and Disability Unit of the UJI, semi-structured and recorded interviews with a selection of teachers, and the design and implementation through the experience management platform Qualtrics of two surveys, one for students and one for teachers. The surveys address issues such as curriculum design for people with sensory disabilities in the English classroom or the inclusion of new technologies to improve learning in cases of functional diversity.

The results of the research have shown that optimal inclusion in the English classroom at the UJI is still not a reality, despite seven decades of legislation. In fact, many of the practices adopted by education professionals analysed in this study, such as accommodations, often result in a disguised form of segregation. These forms of unintentional segregation are the result of teachers who are new to issues of functional diversity, the study notes. In order to overcome the barriers that the system may present for foreign language learners with functional diversity, communication between students and teachers is a key issue, and so is teacher training in inclusion issues, as the research highlights.

The results of the thesis show that technological standardisation in the classroom would undoubtedly allow for greater accessibility. Whenever possible, technology should be used to ensure access to knowledge, task completion and assessment in an inclusive environment to achieve Universal Design for Learning in the classrooms and not only as adaptations.

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