ABSTRACT

This article discusses best practices for including a blind student in a college Korean as a Foreign Language (KFL) classroom. First, it surveys theories of language acquisition for people with visual impairment (VI) and reviews previous research on foreign language teaching and learning for students with VI. Second, it delves into (a) anticipatory adjustments made by the school; (b) assistive technology used by the blind student; and (c) modifications and accommodations implemented by the Korean instructor. These include alternative forms of quizzes and exams, modified assignments, classroom activities, and frequent check-ins to address the student’s needs and progress. Finally, the article reviews the implications of the study and suggests recommendations for effective practices in teaching KFL to students with VI.

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