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Tanya McCarthy, Kyoto University, JapanAbstract
Today, most higher education institutions have a support center for students with disabilities (SWDs), but for the most part, if a teacher is not directly contacted, these support centers remain largely unknown to language teachers. To help bridge the gap between the disabilities resource center and the foreign language classroom at the university in which this research took place, an open-ended survey was given to the staff and teachers. Qualitative surveys sought to identify procedural steps from student application for reasonable accommodation to the classroom and bring attention to the various types of disabilities teachers need to accommodate. In-depth interviews with two teachers describe how they adapted their teaching approach and learning materials to accommodate specific disabilities. A framework was first created showing the step-by-step procedure from application to the classroom to help teachers understand the services and support offered. Following this, the support center and teachers provided practical advice on classroom management for various disabilities. The researcher hopes that through this paper, teachers can gain a deeper understanding of the general procedure of applying for reasonable accommodation and consider how to more effectively accommodate students of varying abilities in the second language classroom.
Paper Information
Conference: ACE2025Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
McCarthy T. (2026) Creating an Inclusive, Accessible, and Supportive Foreign Language Learning Environment for Students With Disabilities ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 819-829) https://doi.org/10.22492/issn.2186-5892.2026.62
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.62
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