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
presumptions for positive attitude and relationships between teachers and learners. Even if
these basic conditions are fulfilled there are some general rules which might be followed in
order to make learning and teaching process approachable for English teachers and learners.
Classroom management covers classroom organization with seating arrangements, displays, and
technologies in the classroom, including teaching styles, behavior, rules, relationships between
teachers and learners, atmosphere and discipline (Scrivener, 2011). According to Pokrivčáková
(2012, p.56) classrooms should be equipped with stimulating visuals (posters, schemas, etc.)
and work displays; circular desks and flexible furniture, areas for small group work, space for
kinesthetic activities, interactive equipment such as a white board, connection to the
Internet/school network through a wireless network. Unfortunately, not many schools in
Slovakia have above mentioned equipment available, even though a number of language labs
have grown recently. From the organizational point of view, the situation is that furniture and
seats are usually pre-arranged and cannot be easily changed for different lessons. However, in
the opposite case, the best seating arrangement for language classes is a U-shape in which an
eye-contact is maintained and space for physical activities is guaranteed. In a typical Slovak
classroom, two pupils share one desk, there is a white or a black board, displays on the walls,
rarely with an overhead projector, a computer and the Internet connection. However, even if
English teachers can do very little within fixed furnished classrooms, they might still influence
seating arrangements of learners according to their needs.
Students with learning differences may be seated alone (i.e. individually, especially in case
they are easily distracted or have problems with attention) or paired with their classmates who
positively react and respond to them. Another possibility is to group all the learners with
difficulties together in front of the classroom so that the individual approach of a teacher is
easier. Kormos and Smith (2014) claim that personal space is very important for some learners
with specific learning differences and sharing a table might be problematic. Especially, learners
with ADHD or Asperger´s syndrome may appreciate, apart from their own desk; having a
designated ´retreat´ they can go to if the classroom environment becomes too overwhelming for
them. They suggest a quiet corner or a separate space. All in all, this space should be agreed at
the start of the course and all learners should be made aware of its purpose.
English teachers should also be aware of a fact that different levels of light, temperature and
volume might be irritating for some learners and those with specific learning differences are
considered to be hyper-sensitive to slight changes. Natural light is undoubtedly the best and
fluorescent, flickering lights, or dying light bulbs may cause a big problem. Learners with
dyslexia might experience blurring, shimmering or disappearing texts, impossible to be read due
to visual distortion. This can easily happen even if the text is in black print on white paper which
is quite usual. Teachers might ask learners to use colored overlays or tinted paper in order to
reduce the glare. Practicing reading with the help of overlays once at a time might be also a
funny and amusing moment in the class. Temperature and noise are also issues for learners who
are prone to distraction. They might find it hard to focus if the temperature is not comfortable
enough or noise becomes unbearable for them. Teachers should do their best to provide the
classroom environment reasonably suitable for all the learners.
Equipment and materials
Recently, technological advances such as electronic devices or equipment supporting
language teaching have grown enormously, yet paper-based technologies also still have a role to
play (Kormos and Smith, 2012). As learners with specific learning differences have troubles with
short-term and working memories they keep forgetting their assignments or bringing asked
materials to the classroom. Therefore, organizers such as diaries, small notebooks, or mobile
phone reminders are possible back-up systems. Another way might be the technique of
appointing ´Buddies´ in the class in order to remember doing homework. Learners choose a
friend from the classroom who takes responsibility over reminding and checking homework in
order to fulfil assignment and bring it to the classroom the following day. Teaching explicitly
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