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Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 The recommended educational means 1. Multisensoric approach integrates receiving information through seeing, hearing, and moving or touching. In some cases, even smells and tastes can be incorporated into learning. This opens multiple pathways for the information to reach the learner´s brain and increases chances of a learner to comprehend the verbal message. 2. Audiobooks Learners with learning disabilities can be successful when the proper tools and supports are used. One of such tools that can be used effectively both in and outside the classroom are audiobooks that allow learners read and hear the text at the same time (for more see Dafčíková, 2015; Gulliver, 2015). Teachers (and parents) can look for and find many appropriate (and free!) sources accommodated for dyslectic learners, e.g. Free Classic Audio Books, LearnOutLoud Free Audio, LibriVox, Librophile, Lit2Go, Loyal Books, Podiobooks, Project Gutenberg, Storynory 3. Mnemonics Since dyslectic learners rely heavily on memorisation, mnemonic devices can be excellent help for their memory (for more see Pokrivčáková, 2013b, p. 67-69). A typical example includes the mnemonics for remembering standard word order of an English sentence: SVOMPT (S = subject, V = verb, O = object, M = manner, P = place, T = time). Moreover, mnemonics can help SEN learners spell tricky irregular words. When dyslectic learners try to learn to spell a tricky word, ask them to make up a sentence (the sillier the better) with each word beginning with the letters of a target word. little: Little Indians try to lick elephants. pretty: Pretty red eggs turn totally yellow. could: Can Oliver Ugly lie down? 15
Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 Task: Design mnemonic devices for the following „spelling daemons“: necessary: ... world: ... always: ... B. Dysgraphia is a learning disability that affects coding a verbal message into writing. The warning signs of dysgraphia include: tight, awkward pencil grip and body position; illegible handwriting; inconsistent spacing; poor spatial planning on paper; poor spelling; tiring quickly while writing; unfinished or omitted words in sentences; difficulty organizing thoughts on paper; difficulty with syntax structure and grammar and others (acc. to the National Center for Learning Disabilities, 2015). The Learning Disabilities Association of America (2015) advises the following: Allow the use of digital devices and word processor (including a spell checker). Avoid chastising student for sloppy, careless work. Use oral exams. Allow the use of a recorder for lectures. Allow the use of a note taker. Provide notes or outlines to reduce the amount of writing required. Reduce copying aspects of work. Provide alternatives to written assignments (video-taped reports, audio-taped reports) Picture 2: The example of the Slovak dysgraphic learner´s written output in English. 16
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