Cognition of Children with Hearing/Visual Impairments and its Applicability to Language Teaching: Toward Barrier-Free Elementary School English Education

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In this article cognition of children with hearing/visual impairments are applied in foreign language teaching, especially elementary school English. Firstly, the most recent cognitive assessments and experiments are reviewed. Secondly, the English teaching materials provided by the Japanese ministry (MEXT) are examined, which can be improved, by making the best use of the cognitive characteristics of hearing/visual impaired children. Finally, the applicability of neuro-science, including unplugged environment, is discussed. The educators should notice that there are children who listen through eyes, or see through ears, and since every child has his/her own cognitive tendency and characteristics, barrier-free teaching materials/methods made by the staff including hearing/visual impaired educators, are ideal for all children and for any language, which can be called universal design for foreign language teaching.


  • Journal of social policy and social work

    Journal of social policy and social work (19), 5-17, 2015-03

    Japan College of Social Work


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    departmental bulletin paper
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