Abstract

This research explores the use of an inclusive blended learning environment in an EFL class. A total of 39 students, including 6 participants who suffered from physical and cognitive disabilities followed a flipped learning model over a period of two months. In order to create this inclusive blended learning model, a series of videos were developed to deliver three B1 didactic units of an English coursebook and were designed to take into consideration students’ physical and cognitive disabilities. Captions, text and sign language were provided together with the videos, following a “universal design” in which a wide range of students are considered when elaborating the materials. These videos were viewed by participants before their lessons in order for the teacher to devote in-class time to those learners who may have struggled to understand and put into practice the contents and explanations in the videos. In-depth interviews, a perception scale of the flipped learning experience and an evaluation of the tools implemented were used with a special focus on those students with disabilities. Several implications and pedagogical recommendations were drawn.

摘要

本研究探讨了在 EFL 课程中使用包容性混合学习环境。共有 39 名学生，包括 6 名患有身体和认知障碍的参与者，在两个月内采用了翻转学习模式。为了创建这种包容性的混合学习模式，我们开发了一系列视频来提供英语课本的三个 B1 教学单元，并旨在考虑学生的身体和认知障碍。字幕、文字和手语与视频一起提供，遵循“通用设计”，在制作材料时考虑了广泛的学生。参与者在上课前观看了这些视频，以便老师将课堂时间花在那些可能难以理解和实践视频中的内容和解释的学习者身上。使用了深度访谈、翻转学习体验的感知量表和对所实施工具的评估，特别关注那些残疾学生。提出了一些影响和教学建议。