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All Journal Indonesian Journal of Disability Studies
Alies Poetri Lintangsari
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Humanities Social Sciences

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English Spelling Errors Committed by the Blind Nimatul Lailiyah; Iswahyuni Iswahyuni; Alies Poetri Lintangsari
Indonesian Journal of Disability Studies Vol. 7 No. 1 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (41.694 KB) | DOI: 10.21776/ub.ijds.2019.007.01.7

Abstract

Despite the outgrowing trend on assistive technology assisting blind student to be fully participate in education, the challenges remain in the area of English language learning. The inconsistency of the sound-spelling relationship in English apparently triggers the spelling problems for the Blind student since he tends to encode syllables by as it sounded. This study aims to identify, classify and analyze the spelling errors committed by the blind students in learning English using the classification of NEFR (National Foundation for Educational Research) that comprises the aspects of omissions, substitutions, insertions, transpositions and grapheme substitution. Employing case study design, this research elaborate the spelling error committed by 1 blind EFL learner enrolling an Academic Writing course in English Language Education Program, Faculty of Cultural Studies, Universitas Brawijaya, Indonesia. The findings expose that the blind students tend to frequently do spelling error in the aspect of grapheme substitution followed by omissions, substitutions, and insertion. Some contributive factors that presumably affecting the errors are (1) lack exposure to the formation of the words, (2) inherent of language (silent letter, homophone and borrowing words), (3) different characteristics of L1 and L2, and (4) student's preferences on reading (use screen reader more than braille text). Thus, the exposure toward phonetics symbol and the sound-letter relationship in English should be more disseminated so the blind student is capable of having a correct spelling.
Revisiting the English Textbook Accessibility based on the Universal Design Learning Principles Asanantha, Emeraldine; Alies Poetri Lintangsari
Indonesian Journal of Disability Studies Vol. 9 No. 2 (2022)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (167.414 KB) | DOI: 10.21776/ub.ijds.2022.009.02.08

Abstract

Textbooks based on the teaching and learning process should be relevant to any students including students with disability, there are a lot of textbooks that are not suitable enough to provide accessible material. The goal of this study was to evaluate Universal Design for Learning (UDL) concepts in 2 online modules on UDL that were taught over one semester alongside English as a Foreign Language (EFL) lectures. The module is divided into 10 chapters that each discuss one of five categories of exploratory texts. To clarify the ULD concepts used in the curriculum, this research applied Textbook analysis using the Center for Applied Special Technology (CAST 2018) design framework. The results demonstrate that more ULD concepts, which notably provide multiple means of engagement, representation, and action & expression, can be used to provide better accommodation for blind students to support inclusion in educational materials. In addition, a strong desire to use the UDL concepts in their future teaching is encouraged through university modules. There is a discussion of restrictions and repercussions.
Co-Authors Asanantha, Emeraldine iswahyuni iswahyuni Nimatul Lailiyah