In the concluding half of her article on access by visually impaired children to modem language teaching (continued from BJVI 15.1 pp. 10-14) Carol Gray explores data from the questionnaire dealing with staff qualifications, levels of in-class support for integrated pupils, attitudes to language teaching and learning, information technology and opportunities for travel before questioning whether or not there are equal opportunities.
Get full access to this article
View all access options for this article.
References
1.
' Bovair, M., "Only the top sets did French; Teaching modern languages to SEN pupils ", Special (4:10), Spring 1995, p. 31.
2.
Dfe, Modern Foreign Languages in the National Curriculum, HMSO1995 , pp. 2-3.
3.
Kenning, M., "Foreign Languages and Special Needs: Implications for Teacher Support" , British Journal of Special Education (21:4), December 1994, p. 155.
4.
Price, V., "Languages for the visually impaired" in Steps to Learning: Modern Languages for pupils with special educational needs, ed. P. McLagan, CILT1994 , Chapter 7, pp. 52-54.
