How UCplus Adapts Danish Language Teaching for Blind and Visually Impaired Learners
Imagine a Danish teacher. She stands at the board, pulls the cap off the marker, and quickly scribbles: I’m going for a walk. With circles, crosses, numbers, and underlining, she points and explains that the verb goes in second position and the subject in first. “There are also a couple of good examples on page 54,” she says encouragingly.
Does that make sense?
Now imagine that you are a foreigner — and blind.
When you can’t see the materials the rest of us take for granted, you need entirely new approaches. John Morgan, his Danish teacher Tine Karlsson from UCplus, and Sabina Andersen, social worker at the Institute for the Blind and Partially Sighted (IBOS) in the City of Copenhagen, offer insight into how Danish language education can be adapted for people with visual impairments.
Photo by Simon Klein, IBOS
John’s Path into the Danish Language
John Morgan is 63 and a former linguistics researcher in the U.S. military. He lost his sight at the age of 18 and today lives with complete blindness. Together with his Danish wife, he moved from the United States to Denmark in 2021. He wanted to learn Danish quickly to apply for citizenship, but the language challenged him more than he had expected.
“I thought it would be easier because I’ve learned several languages. But it has been difficult. I needed a place that understood my needs,” he says.
Fortunately, there was a good solution: UCplus’ Danish classes at IBOS.
Specially Adapted Courses
Teaching blind and visually impaired learners requires a different approach.
Classes are small, solutions are flexible, and the focus is always on the individual participant. The teaching is also organised as part of a broader rehabilitation programme.
Tine Karlsson has a background in linguistics, further education in dyslexia, and experience with communication disabilities. After four years at IBOS, she has — together with the learners and the professional staff — built a solid foundation for this tailored form of instruction.
Above all, the teaching must be flexible and practical. If John couldn’t attend in person, Tine moved the lessons online. At the same time, they worked with language in real-life situations.
“We walked out of the classroom and trained physically. Once, we walked around the institute, and I could ask questions in the situations that arose. It was very helpful and gave both of us a better understanding of what we needed to work on,” John explains.
Language was no longer just theory — it became something he could use directly in everyday life.
One of the themes that became especially important in the lessons was transport — an area where many people with visual impairments face challenges.
“I’ve taken the wrong train several times because I didn’t know which direction it was going. Sighted people just check the screen, but we blind people have to ask,” he explains.
Methods, Materials, and Technology
Tine also adapts materials and working methods so participants with different levels of visual impairment get the greatest possible benefit.
The teaching builds on listening exercises, dialogue, and repetition.
“I prioritise a smooth flow in the lessons rather than having learners spend time writing things down. So I take notes and send them afterwards,” says Tine Karlsson.
Word documents with a clear structure generally work better than PDFs — partly because they allow easier menu navigation, adjustable font size, screen-reader compatibility, or — in John’s case — conversion to braille.
“Tine was open to doing things differently, and she was very patient. When she sent the materials, I could translate them myself. That was important for my learning process,” John says.
Significant Progress
John now feels a marked difference in his daily life. The language opens new social spaces and gives him more confidence.
“My friends have stopped speaking English in front of me. I can sit with my friends, and they speak Danish. I also stand in the metro and understand what’s being said. I feel much more comfortable,” he says.
Municipal Interest in Flexible Teaching
John’s development shows how targeted, adapted instruction can help people with visual impairments become more active participants in society.
“The importance of knowing Danish is the same for people with visual impairments as it is for sighted people. It matters socially in private life, at work, or in education. In addition, Danish skills support active participation in society and social communities,” says Sabina Andersen, social worker at IBOS.
“We greatly value the collaboration with the teacher from UCplus. We have also heard from another municipality that they are interested in a similar setup, and we have shared our experiences with them,” she says.
If you would like to hear more or discuss options for a tailored course for a specific target group, you can contact your local UCplus language centre. We provide guidance on classes, assistive tools, and collaboration models so Danish language education becomes more accessible and useful for everyone.