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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 DAFČÍKOVÁ, M. (2015). Audiobooks in Teaching English to Learners with SEN. Diploma thesis. Nitra: Univerzita Konštantína Filozofa.. FIĽOVÁ, S. (2015). Teaching Techniques for ADHD learners in English classes. Diploma thesis. Nitra: Univerzita Konštantína Filozofa. GREGOVÁ, D. (2013). Teaching English to Learners with Combination of Dysgraphia and Dyslexia. Final Thesis. Nitra: Univerzita Konštantína Filozofa. GULLIVER, Z. (2015). Using Audiobooks in Teaching English to Learners with SEN. Diploma thesis. Nitra: Univerzita Konštantína Filozofa. HENČEKOVÁ, E. (2013). Teaching English to Learners with Combined Learning Difficulties. Final Thesis. Nitra: Univerzita Konštantína Filozofa. HOSOVÁ, S. (2011). Teaching English to Students with Learning Disabilities. Diploma thesis. Ružomberok: Katolícka univerzita. HREBEŇÁROVÁ, L. (2012). Teaching English to Dyslectic Learners at Regular Primary Schools. Diploma thesis. Ružomberok: Katolícka univerzita. HRUŠECKÁ, P. (2012). Teaching English to Learners with ADHD. Diploma thesis. Nitra: Univerzita Konštantína Filozofa. HÚSKOVÁ, L. (2011). Specific Learning Disabilities in Education of English Language at Primary Schools. Diploma thesis. Ružomberok: Katolícka univerzita. JAGELKOVÁ, J. (2013). Teaching English to Learners with SEN. Final thesis. Nitra: Univerzita Konštantína Filozofa. JAGOŠOVÁ, J. (2010) Teaching English to Endowed Young Learners. Diploma thesis. Nitra: Univerzita Konštantína Filozofa. JUREŇOVÁ, L. (2014). Teaching Writing to Learners with Special Educational Needs. Final thesis. Nitra: Univerzita Konštantína Filozofa. LIPTÁKOVÁ, H. (2015). Mind Maps in Teaching English to Learners with SEN. Diploma thesis. Nitra: Univerzita Konštantína Filozofa. PAĽAGOVÁ, L. (2015). Teaching English to Learners with Special Educational Needs: Sight Disabilities. Diploma thesis. Nitra: Univerzita Konštantína Filozofa. PECHOVÁ, A. (2014). Teaching English to Learners with Special Educational Needs: Sight Disabilities. Diploma thesis. Nitra: Univerzita Konštantína Filozofa. PLOŠTICOVÁ, I. (2012). Teaching English to Dyslectic Learners at Slovak Primary Schools. Diploma thesis. Ružomberok: Katolícka univerzita. PRICKÁ, B. (2012). Teaching English to Learners with ADHD. Diploma thesis. Nitra: Univerzita Konštantína Filozofa. STRNISKOVÁ, E. (2010). Teaching English Language to Children with Special Needs. Rigorosa thesis. Ružomberok: Katolícka univerzita. TOBISOVÁ, Z. (2013). Teaching English to Dyslectic Learners. Diploma thesis. Nitra: Univerzita Konštantína Filozofa. TRUHLÍKOVÁ, T. (2012). Teaching English to Learners with ADHD. Diploma thesis. Nitra: Univerzita Konštantína Filozofa. VARGOVÁ, A. (2013). Teaching English to Learners with Dyslexia. Final thesis. Nitra: Univerzita Konštantína Filozofa. VERNARCOVÁ, J. (2013). Teaching English to Learners with ADHD. Final thesis. Nitra: Univerzita Konštantína Filozofa. SZOMBATHOVÁ, Z. (2015). Mind Maps in Teaching English to Learners with SEN. Diploma thesis. Nitra: Univerzita Konštantína Filozofa. ŠMÍDOVÁ, A. (2015). Teaching English to Pupils with Hearing Impairment. Final Thesis. Zlín: University of Tomas Bata. VESTER, V. (2012). Teaching English to Learners with ADHD (A Case Study). Diploma thesis. Ružomberok: Katolícka univerzita. ZÁHRADNÍKOVÁ, J. (2012). Teaching English to Learners with Dyslexia: A Case Study. Diploma thesis. Ružomberok: Katolícka univerzita. 25
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 Appendix 2: Introductory activity - symptoms difficulties with accurate word recognition, decoding and spelling omitting words, words ordered incorrectly a big impact on a person's self-image and self-esteem problems with understanding non-literal language, such as idioms, jokes, or proverbs an effect of learner´s laziness problems with handwriting or with gripping a pencil as adults they are successful in design, art, architecture, engineering and surgery a learning disorder very early readers lack of self-discipline a sign of poor intelligence difficulties with spelling problems with reading comprehension their brains process and interpret information differently illegible to organize their time and space poor handwriting poor reading fluency a neurological disorder learning the alphabet, numbers, and days of the week or similar common word sequences excellent memory and fast learning genetic reasons slow down vocabulary growth needs extra time to complete assignments prefers older companions inconsistent spaces between words and letters incorrect verb and pronoun usage and word ending errors reading and spelling, such as reversing letters (d, b) or moving letters around (left, felt) a learning difficulty relying heavily on memorization the result of impaired vision unfinished words or letters, omitted words inconsistent position of letters on the page with respect to lines and margins long attention span (when interested) difficulty converting the sounds of language into written form difficulties with learning the alphabet, numbers, and days of the week or similar common word sequences strongly curious a learning disability a language processing disorder a result of poor teaching instruction struggle to form written sentences with correct grammar and punctuation their brains process and interpret information incorrectly the condition related to ethnic backgrounds 26
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