DEVELOPING ACCESSIBLE ARABIC LANGUAGE TEACHING MATERIALS FOR VISUALLY IMPAIRED STUDENTS Alhamuddin, Rabiatul Adwiah, Eko Surbiantoro
Universitas Islam Bandung
Abstract
Teaching Arabic language to visually impaired students can be a challenging task. The traditional teaching materials such as textbooks, handouts, and visual aids are not accessible to them. Therefore, it is essential to develop accessible teaching materials that cater to the needs of visually impaired students. In this blog post, we will discuss the importance of developing accessible Arabic language teaching materials and some strategies to create them. Importance of Developing Accessible Arabic Language Teaching Materials Visually impaired students face several challenges in learning Arabic language. They cannot read printed materials, and visual aids such as pictures, charts, and diagrams are not accessible to them. Therefore, it is crucial to develop accessible teaching materials that cater to their needs. Here are some reasons why developing accessible Arabic language teaching materials is essential: (1) Inclusion: Developing accessible teaching materials ensures that visually impaired students are included in the learning process. It provides them with equal opportunities to learn and participate in the classroom. (2). Independence: Accessible teaching materials enable visually impaired students to learn independently. They do not have to rely on others to read the materials for them. (3). Engagement: Accessible teaching materials make learning more engaging and interactive for visually impaired students. It allows them to participate in activities and discussions with their peers. Strategies to Develop Accessible Arabic Language Teaching Materials. Developing accessible Arabic language teaching materials requires careful planning and consideration. Here are some strategies to create accessible teaching materials for visually impaired students: (1). Use Braille: Braille is a system of raised dots that can be read by touch. It is the primary reading and writing system used by visually impaired people. Therefore, it is essential to provide Arabic language teaching materials in Braille format. (2). Use Audio: Audio materials such as recordings of lectures, conversations, and readings can be used to teach Arabic language to visually impaired students. Audio materials can be played on a computer or a mobile device, making them easily accessible. (3). Use Tactile Materials: Tactile materials such as raised maps, diagrams, and models can be used to teach Arabic language to visually impaired students. These materials can be created using 3D printing technology or by using materials such as clay or foam. (4) . Use Large Print: For visually impaired students who have some residual vision, large print materials can be used. Large print materials are printed in a larger font size, making them easier to read. (5). Use Assistive Technology: Assistive technology such as screen readers, magnifiers, and Braille displays can be used to make Arabic language teaching materials accessible to visually impaired students. These technologies can be used to read text, magnify images, and convert text to Braille. Developing accessible Arabic language teaching materials is essential to ensure that visually impaired students are included in the learning process. It provides them with equal opportunities to learn and participate in the classroom. Creating accessible teaching materials requires careful planning and consideration. Using strategies such as Braille, audio, tactile materials, large print, and assistive technology can make Arabic language teaching materials accessible to visually impaired students. By developing accessible teaching materials, we can ensure that all students have equal access to education.
