This document provides suggestions for two CLT activities and evaluates their accessibility for visually impaired students. Activity A involves analyzing comics books in groups, which would be difficult for visually impaired students without detailed descriptions from others. Activity B discusses stereotypes using accessible audio or audiovisual content, along with transcripts available in standard, braille, and large print formats. This second activity provides equal access to all students and facilitates autonomous language learning.

1. ∆ CLT Activity Suggestions
• A.(1) Provide groups with visually rich
content. I include the use of comics
books in the classroom often.
Research on the effectiveness of their
use in the classroom is readily
available (Hanson, 2008). (2) Allow 10
to 15 minutes of discussion time
within the group. (3) Students
answer: What is this book about?
How can it help you learn English?
Accessibility- Weak
• The ease with which a blind or
visually impaired student can
participate in this activity is limited.
It would be necessary for peers
and/or instructors to provide details
about the images and their context.
This would impede on the student’s
ability to form ideas independently
and impose on his or her
contribution to the group discussion.
• B.(1)Provide students with
background information on
stereotypes from your culture and
offer options for accessible content.
Examples include audio or audio-
visual news reports. If transcripts are
included in standard font, braille and
large print (LP) should also be
available. LP size is determined by the
individual and should not be
generalized. (2) Students discuss:
How does voice inflection, speed and
tone effect your understanding? How
might these ideas influence your
identity as a language learner and
your ability to learn the language?
Accessibility- High
• All students have equal access to the
class content resulting in the
facilitation of learner autonomy and a
level playing field for successful
language acquisition.