to Learners with Special Educational Needs

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 4: Introductory activity - symptoms
Th classic dyslexic
Som 10 years ago I had a privat pupil cald Tony. He
was 12 years old, and aftr one lesn he said, "I do
wish we cud spel words as we say them - but u'd be
out of a job then, wudnt u?" I replyd, "Tony, I wudnt
mind if it wer esir for u to read and rite." Now Tony
had hy intelijnce, and aftr som 18 months of tuition
he cud read quite satisfactrly, in th sense of being
avraj for his aje tho stil undracheving. If reading
had been th only problm, he wud no longr hav
needd to keep coming to me. But as his speling
dificltis persistd, I had to go on teaching him. His
fathr was also dyslexic - th problm dos very oftn run
in famlis. Tony was a classic dyslexic. He was in
fact a pupil in th scool wher I was a remedial
teachr, and wher I taut him in a group of about 6
children. His fathr askd me to giv him extra help at
home. He was a boy of hom th teachrs said in a
tone of surprise, "Oh, is he remedial? To talk to him
u wudnt think ther was anything rong with him."
That is wy dyslexia is cald 'th hidn handicap': wen u
look at these children and wen u talk to them, u
normly notice nothing stranje.
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