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Non-Sighted Learners' Experiences towards Phonology and Phonetics Teaching Methods in Higher Education: An Exploration of Efficiency, Access and Performance

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Title: Non-Sighted Learners' Experiences towards Phonology and Phonetics Teaching Methods in Higher Education: An Exploration of Efficiency, Access and Performance
Language: English
Authors: Rachid Ed-dali (ORCID 0009-0000-8440-208X)
Source: Cogent Education. 2024 11(1).
Availability: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Blindness, Partial Vision, Students with Disabilities, Undergraduate Students, Phonology, Phonological Awareness, Phonetics, Teaching Methods, Academic Accommodations (Disabilities), Inclusion, Student Attitudes, Testing Accommodations
Geographic Terms: Morocco
DOI: 10.1080/2331186X.2024.2433838
ISSN: 2331-186X
Abstract: Universities have a mandate to accommodate non-sighted students, but it has been widely reported by a considerable number of visually impaired students that they confront a plethora of difficulties in their pursuit of education. The present study employed a descriptive research design to delineate and record the attributes, viewpoints, and circumstances of the twenty-five shortsighted and non-sighted students who were the subjects of inquiry in this investigation. More specifically, this mixed-method approach study aimed to underscore the difficulties faced by non-sighted students while pursuing their studies in Phonetics and Phonology at the Faculty of Letters and Human Sciences and the Faculty of the Arabic Language in Marrakech. Results indicated that visually impaired and non-sighted students encountered particular challenges in comprehending this university course due to the intricate nature of the structural information involved. Students with visual impairment, in this study, faced difficulties in Phonetics and Phonology as they were unable to understand the course material due to the absence of aid materials. Additionally, the final exams for these courses did not cater to the needs of non-sighted students. Finally, the study showed that a comprehensive and precise depiction of the current state of affairs of the cases examined, while relying on in-depth interviews, should be a priority.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453732
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Non-Sighted Learners' Experiences towards Phonology and Phonetics Teaching Methods in Higher Education: An Exploration of Efficiency, Access and Performance
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  Data: <searchLink fieldCode="AR" term="%22Rachid+Ed-dali%22">Rachid Ed-dali</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-8440-208X">0009-0000-8440-208X</externalLink>)
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  Data: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Blindness%22">Blindness</searchLink><br /><searchLink fieldCode="DE" term="%22Partial+Vision%22">Partial Vision</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Accommodations%22">Testing Accommodations</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Morocco%22">Morocco</searchLink>
– Name: DOI
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  Data: 10.1080/2331186X.2024.2433838
– Name: ISSN
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  Data: 2331-186X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Universities have a mandate to accommodate non-sighted students, but it has been widely reported by a considerable number of visually impaired students that they confront a plethora of difficulties in their pursuit of education. The present study employed a descriptive research design to delineate and record the attributes, viewpoints, and circumstances of the twenty-five shortsighted and non-sighted students who were the subjects of inquiry in this investigation. More specifically, this mixed-method approach study aimed to underscore the difficulties faced by non-sighted students while pursuing their studies in Phonetics and Phonology at the Faculty of Letters and Human Sciences and the Faculty of the Arabic Language in Marrakech. Results indicated that visually impaired and non-sighted students encountered particular challenges in comprehending this university course due to the intricate nature of the structural information involved. Students with visual impairment, in this study, faced difficulties in Phonetics and Phonology as they were unable to understand the course material due to the absence of aid materials. Additionally, the final exams for these courses did not cater to the needs of non-sighted students. Finally, the study showed that a comprehensive and precise depiction of the current state of affairs of the cases examined, while relying on in-depth interviews, should be a priority.
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Blindness
        Type: general
      – SubjectFull: Partial Vision
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Phonology
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      – SubjectFull: Phonological Awareness
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      – SubjectFull: Phonetics
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Academic Accommodations (Disabilities)
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      – SubjectFull: Inclusion
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      – SubjectFull: Testing Accommodations
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      – SubjectFull: Morocco
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