to Learners with Special Educational Needs
e-textbook SEN
e-textbook SEN
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Pokrivčáková, S. et al. (2015). Teaching Foreign Languages <strong>to</strong> <strong>Learners</strong> <strong>with</strong> <strong>Special</strong> <strong>Educational</strong> <strong>Needs</strong>:<br />
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.<br />
ISBN 978-80-558-0941-0<br />
Picture 8 Picture 9<br />
Picture 10 Picture 11<br />
Pictures 4 - 11: Various teaching aids used for teaching English at <strong>Special</strong> school for blind<br />
and visually impaired learners in Levoča (source: Paľagová, 2015).<br />
E. Deaf learners and learners <strong>with</strong> hearing impairment<br />
These learners can be successful in learning foreign languages, the only limited area being the<br />
fluent listening and speaking competences. Depending of the level of impairment, developing<br />
these two skills may be omitted completely (for more see Šmídová, 2015).<br />
Recommended accommodations:<br />
• Use preferential seating.<br />
• Ask for help of teacher assistants & interpreters.<br />
• Use hearing aids.<br />
• When speaking, always face the student.<br />
• Ask for help of good note takers in the classroom.<br />
Conclusions<br />
The objective of this paper was <strong>to</strong> introduce the current status and organizational structure<br />
of foreign language education provided <strong>to</strong> learners <strong>with</strong> SEN in Slovakia. Three areas were<br />
especially emphasized: the legal framework and organization of foreign language education of<br />
learners <strong>with</strong> SEN in Slovakia; b) ways of support provided <strong>to</strong> foreign language teachers; and c)<br />
the courses on foreign language education of learners <strong>with</strong> SEN (focused mostly on classroom<br />
management in mixed-ability classes and internal differentiation).<br />
The results showed that while the legislation and state documents related <strong>to</strong> education are in<br />
accord <strong>with</strong> international standards, and thus create standard conditions for the development of<br />
foreign language education of the target group, the existing situation at schools is not very<br />
optimistic. The results also pointed <strong>to</strong> the areas in which a set of important measures need <strong>to</strong> be<br />
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