to Learners with Special Educational Needs

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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 2 Teaching English to learners with specific learning needs Elena Kováčiková DOI: 10.17846/SEN.2015.29-38 Objectives Learning disorders are not a problem of learners´ intelligence or motivation. The way of their processing information is different. This chater deals with learning disorders, namely dyslexia, dyspraxia, dyscalculia, ADHD, etc. as well as the way they can be dealt with in English inclusive classes. A number of identified learners with specific learning needs which are not related to the IQ level at schools are still growing. In order to follow educational goals, modern teachers face the reality by educating learners with various perspectives. After teachers have received reports describing capabilities and impairments of the learners, they need to find the way of how to manage classrooms full of learners with different needs and rise, motivate and maintain learners’ enthusiasm towards English learning. This chapter offers helpful ideas on how to apply various techniques on a macro level of classroom management and also a micro level regarding building on language systems and skills. Introduction English teachers at elementary schools in Slovakia face the demanding job of covering needs of all types of learners including those with diagnosed learning difficulties. In order to succeed in mediating and transferring their knowledge towards the learners they should master different teaching approaches, methods and strategies. The old-fashioned way of a teacher centered approach and use of a grammar translation method is not only out of date, however, it definitely damages the motivation and eagerness of learners with learning differences. In this paper a learner centered approach with different methods and strategies is suggested which might become approachable and attractive for every learner at the lower secondary level of schooling. The first part of this paper deals with definitions used for special needs learners in Great Britain, USA and Slovakia. Then, paper covers brief description of general problems of students with learning differences. Comparing with other subjects, language classes are advantaged in a way that any action or performance within any topic which is attractive for learners is possible, provided that English language is used. Learners can sing, dance, play games, or exercise which results in multisensory approach which is highly advisable particularly for learners with learning differences. That is considered to be a great asset for the learners with specific differences in order to raise and maintain motivation to learn English. Multi-sensory approach, brain gym, mnemonic devices are some techniques that are enormously helpful and effective for learners with difficulties. Thus, by following a holistic approach all learners might be engaged and profit in their English classes. Learning disability, disorder or difficulty? Terminology used in this paper compares the use in British, American and Slovak environment. The concept of “learners with special educational needs” extends beyond those who may be included in handicapped categories to cover those who are failing in school for a wide variety of other reasons that are known to be likely to impede a child´s optimal progress (OECD, 2005, p.12). Under an umbrella term “specific needs” this paper covers every learning difficulty which is not a matter of significant general learner´s intelligence impairment. In some papers and studies these are defined as learning disorders. However, a label of a learning disorder is often changed into a learning difficulty as a more acceptable and comprehensible term. Therefore, learning disorder and learning difficulty will be used in this chapter and textbook interchangeably. Yet, according to British and American educational pages 29
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 (www.improvinghealthandlives.org.uk, www.bild.org.uk, www.bris.ac.uk/cipold) it is obvious that there is a difference in meaning in American and British terminology. In the USA the term ´learning disability´ is used to cover several specific learning disorders particularly in relation to reading, writing and math, such as dyslexia, dyspraxia and dyscalculia. In American references, terms like ´intellectual disabilities ´and ´mental retardation´ are commonly used as labels to describe what people in UK would understand as learning disabilities. In comparison, the UK uses several definitions of learning disabilities. These usually include the presence of: A significantly reduced ability to understand new or complex information or to learn new skills; A reduced ability to cope independently; An impairment that started in childhood with an effect on development. In general a person finds difficult to understand, learn and remember new things, and means that the person may have problems with a range of things such as managing everyday tasks and communication (QCF, n.d., p. 4). British literature recognizes several levels of learning disabilities. The continuum of learning ability ranges from mild learning disability, continuing with moderate and severe, finishing with profound learning disability. Learners suffering from severe learning disability use only basic words and gestures in order to communicate their needs. People with a profound learning disorder are considered to be the most disabled individuals in the community. Their intellectual quotient is estimated lower than 20, therefore they need special educational centers in order to be taught. Learners with a moderate learning disability are likely to have some language skills. They are able to communicate about their needs and wishes. They may need some support with caring for themselves but they succeed in carrying out daily tasks. A mild learning disability is often not diagnosed. Learners may need some support to understand abstract or complex ideas. They are quite independent in caring for themselves and carrying out given tasks (QCF, n.d.) Following the Slovak legislation, inclusive classrooms in Slovakia cover learners with health impairment, learners with learning disorders, attention disorders, gifted children, and children from socially deprived families. Inclusive schooling is realized in classrooms with other learners and if necessary such a learner is educated within the individual educational program elaborated by school in cooperation with appropriate professional educational institution (SSI, 2012, translated by the author). Unfortunately, as Pokrivčáková (2013, p. 120) reveals that “institutional research on teaching foreign languages to learners with special educational needs in Slovakia is extremely rare, or even non-existent.” Therefore, as the author later on claims, there is a limited number of publications on the topic as the obvious consequence of the lack of complex and determined research (ibid.). She later on recommends discussing the latest progress in the field among wider professional public in order to prepare either teachers or teachers to be for the real life situation in our schools. For the purposes of this paper, the discussed target groups of learners are ranged into mild and moderate learning disabilities in British environment and according to American definition, the learning disorders like dyslexia, dysorthographia, dyspraxia, dyscalculia, Asperger syndrome, ADHD learners are covered. However, Slovak terms for learning disabilities and disorders are widely used in the papers and books. Differences in English learning Kormos and Smith (2012) claim that around 10 per cent of students exhibit a specific learning difference. That means that they have difficulties with acquisition of literacy-related skills(dyslexia), numeracy (dyscalculia), the coordination of movement (dyspraxia), sustained attention(ADHD) and social interaction(Asperger´s syndrome). Thus, it is very likely to have at least 2 different learners in the classroom with 20 pupils. The term learning difference does not seem to convey the negative meaning such as learning difficulty or disorder, and therefore it will be used in this paper in order to cover all the above mentioned learning syndromes. Our aim is not to describe particular differences as these are 30
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