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This presentation seeks to analyze how people with disabilities can access knowledge and eliminate the barriers that prevent them from fully accessing the free development guaranteed to them by the 1991 National Constitution and the United Nations Universal Declaration of Human Rights.

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  The barriers that sometimes hinder people's access to culture and knowledge are physical, attitudinal, and communicative. (Bernal & Rojas ,2021)

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  The barriers that sometimes hinder people's access to culture and knowledge are physical, attitudinal, and communicative. (Bernal & Rojas ,2021)

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According to the United Nations, "disability is an evolving concept that results from the interaction between people with disabilities and attitudinal and environmental barriers that hinder their full and effective participation in society on an equal basis with others".

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Universal Design for Learning (UDL) and language learning for people with disabilities

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Universal Design for Learning (UDL) and language learning for people with disabilities

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Universal Design for Learning (UDL) provides learning opportunities by helping students with hearing impairments with subtitles, speech-to-text applications, visual symbols, and electronic sign language dictionaries. For example, a bilingual-bicultural model is useful for students with hearing

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Sign language and written language as parallel tools.” (Colombian Ministry of National Education, 2022)

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Students with visual impairments often benefit from non-visual alternatives such as Braille, tactile graphics, physical models, and screen readers that use synthesized language.

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The Representation of Skin Color in Linguistic Materials

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The Representation of Skin Color in Linguistic Materials

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https://view.genially.com/69ed10694e5b9c9aba377f17

This presentation will cite the work of the French researcher Marie Anne Paveau on The Representation of Skin Color in Linguistic Materials and the authors Bowen & Hopper who conducted research on The Representation of Race in English Language Learning Textbooks: Inclusivity and Equality in Images.

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Students with reading difficulties, such as those with dyslexia, are supported by textbooks recorded in audio or video format, or through text-to-speech formats, in addition to being given more time to complete assignments and exams.

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Universal Design for Learnig (UDL) Flexibility in Materials and Methods.

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Universal Design for Learnig (UDL) Flexibility in Materials and Methods.

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The inclusion of people with disabilities has been facilitated by methodologies such as Universal Design for Learning (UDL) and language learning for people with disabilities. (Fernandez, 2018). This methodology allows for flexibility in materials and methods. According to Rose and Meyer (2002), who consider culture and knowledge to be a right for all, greater flexibility in materials and methods is highlighted. Teaching methods could not only maximize the learning opportunities of those with a diagnosed disability, but also those of all students in a class.”

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The Relationship Between Linguistics and Skin Color

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The Relationship Between Linguistics and Skin Color

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The relationship between linguistics and skin color has always been present since before Ferdinand de Saussure (1857-1913) "Swiss linguist of the late 19th and early 20th centuries, fundamental to the beginning of modern linguistics and structuralism." (Wikipedia, 2026). (Desmet, 2007) refers to the linguists Broca, Renan and Hovelacq of the second half of the 19th century, the classification of languages ​​and the classification of races. Desmet highlights the role of Hovelacq, naturalist and anatomist: “Hovelacq will develop the idea of ​​a parallelism between languages ​​and races, and will thus contribute to hierarchizing the ternary classification of languages ​​proposed by Schlegel.” According to Desmet, Hovelacq concludes in his study that inflected languages ​​(Latin, Greek, Spanish, German, Russian, and most Indo-European languages) “are superior and, consequently, so are the people who speak them.”

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According to (Paveau, 2022) “Skin” or “flesh” (beige-pink) operate as racial markers that normalize whiteness as the norm and differentiate other shades,” “race is not only in explicitly racist words, but in the discursive and material structures that we use daily” and that “race is a discursive construction materialized in language.”

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Paveau (2022):

Race is not only present in explicitly racist words, but also in the discursive and material structures we use daily.

Race is a discursive construct materialized in language

"Skin" or "flesh" (beige-pink) operate as racial markers that normalize whiteness as the norm and differentiate other shades."

Bowen, & Hopper (2022):

Despite repeated calls for greater inclusion in ELT textbook materials, the numerical representation of races remains heavily skewed in favor of white people.

Personal Reflection

Despite the fact that in the 21st century Diversity and Inclusion are promoted in the classroom, unfortunately, barriers and prejudices still prevail among some people, preventing knowledge from reaching everyone without distinction.