Teaching Russian as a foreign language to Czech students with visual impairments in the context of inclusive education

Abstract

The modern education system of the Czech Republic has a pronounced tendency towards inclusion, i.e. an equal approach to teaching all students without exception. The principles of inclusive education are implemented both at the level of pre-school educational institutions and at the level of higher educational institutions. The aim of this article is to demonstrate the basic principles of inclusive education applied in the process of learning Russian as a foreign language of Czech students with visual impairments. The research was conducted over 6 semesters and it is based on the method of observation and analysis of accumulated experience. The study was conducted in a class with one visually impaired student (for details, see a Purblind student in a class of Russian as a foreign language). Results: the study showed that visual impairment might not always be an obstacle to learning a foreign language. Working with students with visual impairments will differ depending on whether the student has the skill of writing by hand or uses only a computer and a Braille display. Visually impaired students can be taught together with other members of the class, but the teacher should keep in mind the specifics of work with such students and the specifics of tasks and instructions. The conclusions and recommendations obtained as a result of the study are of practical importance for teaching Russian to people with disabilities. Guidelines are based on the real requirements of visually impaired students and take into account both the technical means of work and the traditional methods of working with students.