Module 1

Inclusion in Higher
Education

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 TABLE OF CONTENTS

Section 1

Diversity, Inclusion and Equity 2

Grammar Focus: Present Continuous 3

Grammar Focus: Expressing existence 8

Grammar Focus: Simple Present 9

BTW: Connectors, linking words and conjunctions 14

Section 2

Policy on inclusion: Attention to disability in UNLaM 15

Grammar Focus: Comparison of adjectives 19

Grammar Focus: Modality 24

Section 3

Fiction Time: Harrison Bergeron 26

Section 4

An Introduction to Academic Literacy: The Abstract 30

Speak your mind 36

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 Section 1 – Diversity, Inclusion and Equity

1 Take a close look at the following meme.

1. What aspect of university students does it illustrate?
2. Do you feel identified with any of the pictures? Why?
3. Which Leonardo
- is celebrating? Why is he doing that?
- is looking worried and disturbed? Why is he looking like that?
- is starting university? How is he feeling?
- is feeling anxious? Why is he feeling like that?
- is having fun? Why is he doing so?

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2 What year are you attending at UNLaM? Match the options on the two columns.
1. I am studying for my first degree at a. I am a fresher.
college. …..
b. I am a sophomore.
2. I am attending second year at
c. I am an advanced student.
UNLaM. …..
3. I am attending my last years at d. I am an undergraduate.
UNLaM. …..
e. I am a junior student.
4. I am attending my first year at
f. I am a senior student.
UNLaM. …..

Look at the verb phrases in the first column.

What do they have in common? What tense is it?

*GRAMMAR FOCUS*

Present Continuous
We use the Present Continuous to talk about actions which are temporary or incomplete.
We can use temporal expressions: now, at present, currently, at this moment. Take a look at
these examples:
- At this moment, first-year students of all programmes are attending orientation virtual
workshops to introduce them into the campus resources.
- Now, UNLaM academic staff is designing new tutoring courses for students with low
academic performance.

Statements: Subject + am/is/are (not) + verb + ING

Questions: (Wh- word) + am/is/are + Subject + verb + ING?

3 Look at these other memes. Then answer the questions and justify your answers. There is
an example for you.

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 1. What ideas about the transition from secondary school into higher education are the
memes communicating?
The memes are communicating the idea that the transition from high school to
university is really hard because students have a lot of work to do.

2. What challenges or obstacles for freshers are the memes illustrating?

……………………………………………………………………………………………………………
3. Why is first year at college hard for freshers?
……………………………………………………………………………………………………………

4 Read the title of the text on the next page. Predict the content by choosing one picture
that can fill in the space below the title.

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A.

B.

C.

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 DIVERSITY, INCLUSION AND EQUITY

Swipe image……

For many young people, college is often the first time they have the chance to meet
and socialize with people not only with different abilities and disabilities, but also from other
educational, sociocultural or ethnic backgrounds. This can provide students with important
experience when they begin the next phase of their lives, and can also help them to develop
their critical thinking.
There are universities around the world that apply a policy of diversity, inclusion and
equity. For example, UK universities are inclusive places that admit disabled and non-
disabled students. They are legally required to make their facilities on campus accessible to
all and not to discriminate against disabled students. These laws apply, in the same way, to
international students and students who are UK citizens.
Cornell University in New York, US, has a welcoming staff that meet with disabled
students and discuss personal access needs. They offer adaptive technology and other
resources to grant them ultimate access and inclusion to all campus resources.
Transportation assistance as well as counselling and psychological services can be
especially helpful to disabled students’ transition from high school to college.
UNLaM offers the Integrated Tutoring System, coordinated by the Department of
University Pedagogy, to reduce low academic performance in English and other subjects to
students in the first year of their studies. This system promotes the continuity of their
education and facilitates the students’ adaptation to university life with the accompaniment of
a tutor. Besides, there is the Students’ Welfare Department that advises and accompanies
students by offering them various benefits such as the Monetary Scholarship Programme for
freshers and senior students with limited financial resources and a good academic level, the
Disability Programme for the inclusion of disabled students, the Protocol of Institutional Action
for situations of violence and gender or sexual orientation discrimination, the Internship
Programme which allows students to access the labour market, among others.

1. Why is the university context a great opportunity to meet new people?

……………………………………………………………………………………………………………

2. What other important experiences can new students get when they start college?

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 ……………………………………………………………………………………………………………
3. In what way do the concepts of diversity, inclusion and equity at university help new
students gain experience?
……………………………………………………………………………………………………………

4. Are you receiving any benefit from UNLaM’s Students’ Welfare Department? If you
are, which one are you getting?
……………………………………………………………………………………………………………

5 Choose the correct phrase to match the underlined parts in the following sentences.
1. Inclusive universities admit students from diverse social and family origins, diverse
financial status, and with or without work experience.
- all social classes
- all backgrounds
- all educational institutions

2. Inclusive universities want students to think rationally, to analyse information

objectively, and to solve problems in their social contexts.
- become critical thinkers
- become top undergraduates
- become the best professionals

3. UNLaM has a plan for action against all types of discrimination.

- a zero-tolerance policy towards authority
- a policy on classroom discipline
- a policy on non-discrimination

4. There are universities that accompany students from the moment they leave high
school to their first year at college.
- during the transition from high school to the admission exam
- during the transition from first year to graduation
- during the transition from secondary school into higher education

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 5. The integration of students that have physical or mental disabilities is part of UNLaM’s
policy.
- foreign students
- elderly students
- disabled students

6. UNLaM’s policy of students’ welfare is very useful.

- students’ comfort and protection
- students’ academic success in subjects
- students’ job opportunities

Focus on the second paragraph of the previous text.

What do you say in English when you want to describe something that
exists?

*GRAMMAR FOCUS*

Expressing existence
We use there is and there are when we refer to the existence or presence of someone or
something. Take a look at these examples:
- There is a disability programme for the inclusion of disabled students at UNLaM.
- There are ramps for wheelchair access to the buildings.
- Are there English tutoring classes for students at UNLaM?

Statements: There is (not) + singular noun. / There are (not) + plural noun.

Questions: (How many…) + is/are there…?

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6 Use there is/are, there isn’t/aren’t, is/are there.
1. How many benefits …………………………. for freshers at UNLaM?
2. In UNLaM’s Welfare Department ………………………… more than ten programmes for
students from all backgrounds.
3. ………………………… a department that helps students with financial difficulties.
4. ………………………… many recreational activities for students with disabilities.
5. ………………………… specific resources for blind students at the library?
6. ………………………… ramps for disabled students in all the campus.

What verb tense appears in the text “Diversity, Inclusion and Equity?”

*GRAMMAR FOCUS*

Simple Present
We use the Simple Present for repeated or habitual actions, for thoughts, feelings and states,
and for an idea which is always true. Take a look at these examples:

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 Affirmative sentences

Be Other lexical verbs

I am a fresher. I conversations with new peers in
You are a sophomore. You have the classroom.
He He
She a senior. She accepts diversity.
It is an inclusive It personal information about all
(UNLaM) university. (UNLaM) collects students.

We We
You are advanced You accept diversity.
They students. They

Subject + verb in the present + the rest of sentence

Negative sentences

Be Other lexical verbs

I am not a fresher. I don’t against disabled
You are not / a sophomore. You discriminate peers in the
aren’t classroom.
He a senior. He doesn’t ignore UNLaM’s policy on
She is not / She inclusion.
It isn’t a discriminatory It does not / disabled students.
(UNLaM) university. (UNLaM) doesn’t reject
We are not / advanced We do not / don’t diversity.
You aren’t students. You reject
They They

S + am not/aren’t/isn’t + the rest S + don’t/doesn’t + infinitive verb + the rest

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 Interrogative sentences: yes-no questions

Be Other lexical verbs

Am I a fresher? I
Are you a sophomore? Do you
he He mates in the classroom?
Is she discriminatory? Does she reject disabled students?
it it diversity?
we advanced students? We
Are you Do you
they they

Am/Are/Is + S + the rest? Do/Does + S + infinitive verb + the rest?

Interrogative sentences: wh- questions

Be Other lexical verbs

am I a fresher? I
are you a sophomore? do you
he he mates in the
Wh is she discriminatory? Wh does she reject classroom?
it it disabled students?
we advanced we diversity?
are you students? do you
they they

Wh + am/are/is + S + the rest? Wh + do/does + S + infinitive verb + the rest?

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7 Complete the blanks with the correct form of the bracketed verb (Present Continuous or
Simple Present).

Leopoldo Marechal Library

UNLaM’s Library …………………..1 (have) a capacity of 850 readers in an area that
……………………2 (cover) 1,690m2. It …………………..3 (contain) approximately 20,000
books and more than 75,000 volumes of bibliographic materials. It also
………………………4 (provide) access to hundreds of subject-specific databases. All
the library resources ………………5 (be) available to students and academic staff both
on and off campus. Because UNLaM ……………………...............6 (not discriminate)
against disabled students, the library ……………………7 (include) an area for visually
impaired students who ………………..8 (need) to study and do research through audio
and Braille systems. At this moment, engineers from the Department of Engineering
and Technological Research ……………………………9 (develop) the latest technology
through the creation of a digital and electronic repository of academic productions.

8 Put the questions in order and then answer them.

1. for – many – UNLaM – at – are – ramps – how – disabled – there – students?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

2. promote – classroom – tasks – professors – do – collaborative – the – the – in?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

3. UNLaM – does – policy – have – inclusion – on – a?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
4. environment – a – like – why – to – classroom – work – in – respectful – do – students?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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 5. discrimination – do – do – usually – what – against – you?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

6. activities – students – UNLaM – multicultural – in – do – at – participate?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

9 Choose the correct option to complete the blanks in the following text.
Argentinian universities are institutions that ………………………………1 against disabled
students because of their policy on inclusion, which ………………..2 all campuses fully
accessible to them. Their goal is to eliminate any barriers to access that those students
……………………3 during the course of their academic studies. After a student …………………4
the documentation of his/her diagnosed disability, he/she ……………5 an initial appointment
with a learning specialist. In this session the expert ………………6 an in-depth assessment of
the students’ previous learning experiences. This is where the student and the specialist
………………..7 to collaborate on possible interventions to make the student’s life easier. This
………………………8 adaptive technologies and software, access to counselling services and,
in some cases, making alterations to physical spaces. This last point is particularly important
because adaptable spaces ………………9 more comfortable and ……………….10 the
student’s needs.

1. are discriminating – do not discriminate – discriminate

2. make – are making – makes
3. are facing – face – faces
4. presenting – present – presents
5. haves – has – have
6. do – is doing – does
7. are beginning – begin – begins
8. includes – include – is including
9. are not – are being – are
10. are fitting – fit – fits

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 By the way…

Connectors, linking words or conjunctions are very common in English and Spanish. They are
used to connect words, phrases or clauses. The following connectors appear in the text
“Diversity, inclusion and equity”. Take a look at their meanings:

CONNECTORS
ENGLISH SPANISH MEANING
VERSION VERSION
Not only…but No solo…sino A correlative conjunction to emphasize and
also… también/además… connect two words or phrases simultaneously.
Also Además / A conjunction to give more information about a
Asimismo person or thing, or to add another relevant fact.
Besides Además A conjunction to emphasize an additional point
that you are making, especially one that you
consider important.
As well as También / Así A conjunction that communicates addition. It is a
como también / synonym of “and also” or “in addition to”.
Además de
Such as Como / Tal o tales A prepositional phrase to introduce an example
como or examples of something we mention.

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 Section 2 – Policy on inclusion: Attention to disability in UNLaM

1 Look at the picture below and read the bubbles. Do you think UNLaM is an inclusive
university?

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2 Read the following text. Then answer the questions below it.

POLICY ON INCLUSION: ATTENTION TO DISABILITY IN UNLaM

UNLaM recognizes the diverse experiences of all its students and the fact that
disparities exist in society in general. It also understands that inequality often has adverse
consequences that can marginalize people. In fact, those disparities exist among the student
population too. That is why ableism (the discrimination or prejudice against people with
disabilities) has no place at UNLaM. There are three guiding principles that the university
follows: (i) disability is diversity, (ii) disability is a natural part of human variation and an aspect
of diversity, and (iii) all students should have equal access.
The faculty at UNLaM is aware that there are students with different abilities, for
example, students who are more dedicated to their studies and more hard-working than
others; some are cleverer at History than others; some are better at English or Maths; or
students who are more organised with their study materials. The academic staff is also
committed to attending students with disabilities because equality within diversity is an
integral part of inclusion. In fact, there are students who are less capable academically than
their peers and some who are not as attentive in class as others.
To deal with such a diverse context, UNLaM’s Disability Programme promotes the full
inclusion of students with disabilities and proposes measures to end all forms of
discrimination. It works to ensure full physical, communicational, cultural and pedagogical
accessibility in all areas of the University. The Programme promotes inclusive practices
throughout the campus within an equitable learning environment. Taking into account the
nature and impact of the disability, medical evidence of the disability and the course
requirements, the Students’ Welfare Department advises students with vision impairment,
hearing loss or deafness, physical or mental disability, and even those who suffer from autistic
spectrum disorder or have a specific learning difficulty.
UNLaM, like all higher education institutions, is entitled under law to offer specialised
support and guidance to all students and, in particular, to students with different disabilities.
That way, disabled learners will have the opportunity to participate in all the university
activities together with their peers on more equal terms.

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1. Why does UNLaM consider that a policy on inclusion and attention to disability is
important?
……………………………………………………………………………………………………………

2. In what way does diversity exist among the students?

……………………………………………………………………………………………………………

3. What academic abilities are compared?

……………………………………………………………………………………………………………

4. Why are professors and lecturers at UNLaM dedicated to disabled students in

particular?
……………………………………………………………………………………………………………

5. What aims does the UNLaM’s Disability Programme intend to achieve?

……………………………………………………………………………………………………………

6. Who do they advise? Tick the options mentioned in the text:

- Blind students
- Deaf students
- Students with mobility limitation
- Students with impairments in social interaction and communication
- Students who drop out a course

7. Go back to the text “Diversity, Inclusion and Equity”. Can you compare the policies
on non-discrimination applied by British universities, Cornell University and UNLaM? Are
their policies identical or different? Which policy or programme appears to be
- the most complete?
- more inclusive?
- more demanded by students from all backgrounds?
- less needed by students that have a job?
- more attractive to all students?
- more useful for students from poorer families?

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3 Match the words with their definitions. There are two words that share the same definition.
1. Disparity a. The condition of being qualified for something by right according
2. Inclusion to law.
3. Marginalize b. The condition of an abnormal functioning of the mind or body.
4. Disability c. The right of every student to have the same access to a quality
education, regardless of where they come from, etc.
5. Equality d. The condition of diversity.
6. Variation e. The condition of being unequal, as in age, salary, treatment, etc.
7. Impairment f. The action of placing someone or a group of people in a position
of little importance, influence or power.
8. Disorder g. The condition of being unable to act as a consequence of
physical or mental problem.
9. Entitled h. The condition of all students to be able to access and gain equal
opportunities to education and learning.
10. Equitable i. Non-discriminatory and fair.

4 Complete the sentences below with one word from the box. There are extra words in it. In
some cases, you can use more than one word.

disparities – equality – marginalize – ableism – disabilities – diversity –

discrimination – inclusion – impairment – disorder – equitable

1. UNLaM has a comprehensive resource center that supports students with

………………………… called the Department of Students’ Welfare.
2. The University’s goal is to break down any barriers to access for students with physical
………………………… .
3. All forms of discrimination can …………………………. students at university.
4. The promotion of ………………………. makes students’ life easier.
5. At UNLaM ………………………… guides their mission.

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 6. Adaptive technologies and modifications to physical spaces to make them more
comfortable to fit the student’s needs are examples of an …………………………
treatment of all people.

Look at the adjectives in the text “Policy on Inclusion”.

Why do some adjectives look different from others?

*GRAMMAR FOCUS*

Comparison of adjectives
To compare differences between two objects, we use adjectives in their comparative forms.
They are used in sentences where two nouns are compared, in this pattern:

Noun (subject) + verb + comparative adjective + than + noun (object)

The second item of comparison can be omitted if it is clear from the context (1). Take a look
at these examples:
- Students with disabilities feel more discriminated than elderly students.
- Respect in the classroom helps students become better persons.
- UNLaM offers specialized guidance to students with a lower academic performance.
- There are few students who have less/more tolerant attitudes towards diversity. (1)

Superlative adjectives are used to describe an object which is at the upper or lower limit of
a quality. They are used in sentences where a subject is compared to a group of objects:

Noun (subject) + verb + the + superlative adjective + noun (object)

The group that is being compared with can be omitted if it is clear from the context. Take a
look at these examples:

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 - Total inclusivity is the most important aspect of any policy on non-discrimination.
- The greatest challenge for universities in their policies on inclusion is the application of
gender balance in the most senior positions.

 To compare and show equality you use the following structure:

(not) as + adjective + as
Take a look at these examples:
- UNLaM is as inclusive as UBA.

Forming comparatives and superlatives is easy. The form depends on the number of syllables
in the original adjective.

Number of syllables Adjective Comparative Superlative

One syllable new newer (than) the newest (of all)
old older the oldest
bored more bored the most bored
Two syllables simple simpler the simplest
easy easier the easiest
Three or more important more important the most important
syllables expensive more expensive the most expensive
interesting more interesting the most interesting

Take a look at these examples:

- Nowadays, universities recognise the importance of more inclusive campuses.
- One of the most important benefits of non-discrimination policies is the creation of
democratic spaces for mutual learning.

There are common adjectives that have completely irregular comparative and superlative
forms. Take a look at the chart below:

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 Adjective Comparative Superlative
good better the best
bad worse the worst
little less the least
much more the most
far further/farther the furthest/the farthest

5 Read the following text and complete the blanks with an appropriate form of the
bracketed adjectives.

UNLaM’s Integrated Tutoring System

The combination of inclusion and quality education is one of the ………………………….1
(great) challenges for UNLaM. Part of its mission is the Integrated Tutoring System to help
students reduce their …………………….2 (weak) academic performance in comparison
with others. This system is ………………………..3 (preferred) by students in the first year of
their studies. It also promotes the continuity of their studies and facilitates a
…………………………4 (successful) adaptation to university life with the
accompaniment of a tutor who assists the students in their learning process and gives
them a ……………………….5 (personalised) support. The tutees feel …………………..6
(good) and ………………………..7 (confident), and their learning becomes
………………………..8 (autonomous).

6 Put the questions in order and then answer them.

1. universities – universities – more – private – state-run – inclusive – are – than?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

2. the – relevant – students’ – differences – socioeconomic – than – is – more – gender –

status?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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 3. affiliations – than – less – are – political – age – accepted – differences?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

4. non-discrimination – more – students – for – are – disabled – helpful – measures – for –

women – or?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

5. as – disabled – as – students – are – skilful – students – non-disabled?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

7 Look at the “Diversity Wheel” and read the explanation on the next page.

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EXPLANATION: In the “Diversity Wheel” the outer portions represent dimensions of a person’s
life that can be reasons for discrimination against him/her, while the inner portions of the
wheel represent more explicit aspects that are usually considered by members of the
community to discriminate someone. Answer the questions below.

1. Which is the dimension in the inner portion that is less frequent in UNLaM?
……………………………………………………………………………………………………………

2. Which are the most influential dimensions that affect age differences?
……………………………………………………………………………………………………………

3. Is appearance more important than political beliefs in gender diversity?

……………………………………………………………………………………………………………

4. Is previous education as relevant as creed?

……………………………………………………………………………………………………………

In the text “Policy on Inclusion”, there are some verbs that

precede lexical verbs.
How do you call them?

*GRAMMAR FOCUS*

Modality
Modality in English, and in Spanish too, refers to the degree to which an idea is possible,
probable, certain, permitted, or prohibited.

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Take a look at the modal verbs which appear in the text “Policy on Inclusion: Attention to
Disability in UNLaM”:

Modal Uses Example

verb
To express possibility Inequality can marginalise
CAN people.

To make All students should have equal

SHOULD recommendations or give access to university.
advice.
To make predictions In the future, disabled students
WILL about the future will have the opportunity to
participate in all the university
activities.

8 Complete the sentences with can, should or will.

1. Universities ………………. become more inclusive when they adopt a mentality of
tolerance and respect.
2. An inclusive education system ………………. avoid the reproduction of inequality.
3. To promote diversity, universities ………………. create a classroom environment where
every student feels integrated.
4. All professors ………………… agree with a policy on non-discrimination.
5. Universities …………………. be aware of the restrictions that barriers ……………….
cause to disabled students.
6. Inclusion is the only solution that ………………. give equal opportunities to everyone,
especially marginalised groups.

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9 Read the following imaginary situation and answer the questions.

Imagine a male student is discriminated in the campus because he is wearing very long hair.
There are some people that laugh at him, and he feels very uncomfortable. So, he decides
to go to the Students’ Welfare Office to complain about this situation.

1. What should the authorities do?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

2. What can he do to defend himself against the other people that discriminate him?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

3. Do you think he will quit the university?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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 Section 3 – Fiction Time: Harrison Bergeron

1 Read the word cloud below. What type of words can you identify? Tick the right option.
- Proper names
- Years
- Adjectives
- Nouns with a negative connotation
- Nouns with a positive connotation
- Verbs
- A military grade or position
- Words you do not know
- Other words

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2 Read Part 1 of the story “Harrison Bergeron”.
Part 1

It was the year 2081. Due to Amendments 211, 212, and 213 to the Constitution, every
American was fully equal; that is, nobody was stupider, uglier, weaker, or slower than anyone
else. The Handicapper General (HG) and a team of agents ensured that the laws of equality
were enforced.
One April, fourteen-year-old Harrison Bergeron was taken away from his parents,
George and Hazel, by the government. George and Hazel weren’t fully aware of the tragedy.
Hazel’s lack of awareness was due to average intelligence. In 2081, those who had average
intelligence were unable to think for long periods of time. George couldn’t comprehend the
tragedy because the law required him to wear a radio twenty-four hours a day. The
government transmitted noise over these radios to interrupt the thoughts of intelligent people
like George.

1. What laws made everybody in the US equal?

2. Why do you think society obeyed the Constitution?
3. Was there diversity in that society?
4. Who was in charge of incapacitating the people?
5. Who was Harrison Bergeron?
6. Why did the Handicapper General take Harrison away from his parents?
7. Can you compare George’s and Hazel’s levels of intelligence?
8. What was the effect on George’s mind of the government transmitter?

3 What option is the correct one? Focus on the highlighted words.

1. The HG and a team of agents ensured that the laws of equality were enforced.
a. The government had to make sure that the laws were implemented.
b. The government had to obey the laws.
c. The government made the laws.

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 2. George and Hazel weren’t fully aware of the tragedy.
a. They were conscious of the tragedy.
b. They were unconscious of the tragedy.
c. They were not completely conscious of the tragedy.

3. Hazel’s lack of awareness was due to average intelligence.

a. Hazel knew about the tragedy because she was smart.
b. Hazel did not know about the tragedy because she was not smart.
c. Hazel did not know about the tragedy because she did not have an
exceptional intelligence.

4. Those who had average intelligence were unable to think for long periods of time.
a. Those people who did not have a great intelligence did not have the capacity
to think for a long time.
b. Those who were super smart were incapable of thinking.
c. Those who were extremely intelligent were not able to use their brains.

4 Watch the first part of the video. Write T (True) or F (False) next to the following statements.

1. It was the year 2181. ……..

2. Everybody was equal only before the law. ……..
3. Everybody in that society was exactly the same. ……..
4. There was a superior human who permanently kept an eye on everybody.
5. The intelligent people wore weights to make them weaker, and the strong people
wore earpieces not to use their brains. ……..
6. The beautiful people sometimes wore masks because their beauty was too
distracting. ……..
7. Life in the golden age of equality was right. ……..

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 8. It was spring in April. ……..
9. The HG men took Harrison away from his house. ……..
10. George was fixing the TV.

5 Vocabulary matching. Join the words with their synonyms. The first matching is done for
you.

1. Equal a. Humid
2. Smarter b. Identical 1
3. Amendments c. Block
4. Vigilance d. Repairing
5. Weights e. Control
6. Clammy f. Modifications
7. Fixing g. Cleverer
8. Handicap h. Heavy loads

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 SECTION 4 – Introduction to Academic Literacy: The Abstract

1 Take a look at the screenshots. What information do they offer? What makes them look
different?

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2 Answer the following questions.
1. What is the Spanish equivalent for journal?
……………………………………………………………………………………………………………

2. Do you read journals in your programme at UNLaM? Which ones?

……………………………………………………………………………………………………………

3. What words are repeated in the screenshots? Why do you think they are repeated?
……………………………………………………………………………………………………………

4. Is it necessary for universities to consider diversity and inclusion in their policy? Why?
Why not?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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 5. Do you think it is important at university to learn about different types of disorders and
health conditions in students? Why? Why not?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

3 Read the following text and answer the questions below it.
Abstract 1

Journal of Autism and Developmental Disorders (2022) 52:2701–2716

https://doi.org/10.1007/s10803-021-05125-2
ORIGINAL PAPER

“I spent most of Freshers in my room” – A Qualitative Study of the Social Experiences

of University Students on the Autistic Spectrum

Helen Goddard · Anna Cook

Accepted: 1 June 2021 / Published online: 28 June 2021
© The Author(s) 2021

Abstract
Autistic university students face extra challenges in both their academic and social life.
Barriers to socialising appear to be less well understood and supported by universities than
academic requirements. Semi-structured interviews were conducted with ten autistic
university students to explore their social experiences. Questions explored their social
experiences, satisfaction with social life, disclosure of Autistic Spectrum Disorder (ASD) to
others, and the impact of mental wellbeing on university life. Thematic analysis indicated
most participants were unsatisfied with their social lives and experienced mental health
issues. Factors exacerbating social isolation included lack of suitable social events, lack of
social support and feeling unable to disclose to peers. Factors which reduced social isolation
included joining an autism or special interest society and receiving social mentoring.

Keywords: Autism · University · Education · Disclosure · Young adults · Mental health

1. What is the Spanish equivalent for abstract? Do you know the concept of abstract?
Can you give a definition?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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 2. What is the topic or the problem that the abstract introduces?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

3. What are the authors announcing in the title of the abstract?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

4. Are the authors describing any research method?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

5. Are they giving information about any findings or results?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

6. Are they giving information about final conclusions, recommendations or

implications?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

4 Explain the abstract in Spanish.

5 Read Abstract 2 and answer the questions about the information it communicates.

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 Abstract 2
Research article

Factors that influence the university's inclusive educational processes:

perceptions of university professors
Nuria González-Castellano a, María Jesús Colmenero-Ruiz a, Eulogio Cordón-Pozo b
a University of Jaen, Department of Pedagogy, Faculty of Humanities and Education Sciences, Jaen, Spain
b University of Granada, Department of Business Organization II, Faculty of Economics and Business, Granada,
Spain

ABSTRACT
Training in attention to diversity is a key aspect for achieving the inclusion of students with special
educational needs in higher education for these students to have access to the same rights as any
other student. The purpose of this study is to determine, through the perceptions of university
professors, if the existence of barriers that arise in the teaching-learning process is determined by
various factors of interest, such as gender, training in attention to diversity, and the attitudes that
the professors present before the inclusion of these students. The research was carried out in eight
universities in Andalusia (Spain), using as the main method of data collection a validated survey, the
APTD Scale (Accessibility, Processes, Training, Demand), with the participating sample of 580
university professors. The university professors generally agree to perform inclusive actions in their
teaching-learning process, although there is a significant association between variables. The study
includes a series of perceptions that may help other university professors to make their practice
more inclusive.

Keywords: Higher education, University professor, Inclusive process, Special educational needs
Adapted for pedagogical purposes

1. What is the topic of the abstract?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

2. What field of knowledge or discipline does the topic relate to?

- Medicine?
- Social Sciences?
- Psychology?
- Social Work?
- Economic Sciences?

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 3. What key words in the abstract indicate that discipline?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

4. What is the purpose of the study?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

5. Who are the participants of the study?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

6. What method of data collection was used?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

7. What final discovery do the authors make?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

6 Explain the abstract in Spanish.

Log in for more practice.

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 SPEAK YOUR MIND

TIP TO IMPROVE YOUR SPEAKING

Writing down your opinion before speaking it out is
important. It helps you think about the topic, discover your
ideas, organise them and prevents any mistakes in your
oral production. Have a go and write it down.

1 Use any of the expressions in the chart and give your opinion about the statement below.
There is an example for you.

One of the most important missions of universities is to eliminate all

types of discrimination.

Useful expressions to give your opinion

I think / believe / consider / feel that… From my point of view, ...

I have no doubt that… My point of view is that…
I strongly believe that… It seems to me that...
I would say that... To my mind, …
I think it is reasonable to say that… To my way of thinking, …
In my opinion, ... Personally, my opinion is that…
To my mind, ... Personally speaking, …

Example:
I have no doubt that inclusion is the best policy, so universities should eliminate discrimination.

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2 Choose an option in the questions and give your opinion. Justify your answers. There is an
example to guide you.

Example:
Which is the easiest solution to all acts of discrimination, take a legal action or adopt a violent
reaction?
To my mind, take a legal action because there are laws that protect people against
discrimination.

1. Which is more difficult to eradicate, gender discrimination or age discrimination?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

2. Which is safer for disabled students, additional space in the classroom or accessibility
of paths across campus?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

3. What is more important, an inclusive classroom environment or gender balance in the

classroom?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

4. Are women as clever as men?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

5. What is the worst attitude, ableism or ignorance of diversity?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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