to Learners with Special Educational Needs

More documents

Recommendations

Info

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 differences might find problematic to find their spelling mistakes and teachers should be very sensitive when correcting their written tasks in order not to discourage the learners to write. Conclusion Inclusive classrooms can be defined as the enabling solutions and arrangements offered to students with learning differences in order to respond to their special educational needs and enable them to show their potention, to develop and to demostrate attainment. Inclusion involves a wide approach which means that provision for addressing the needs of learners with differences should be made at all levels of the educational system. This involves for example rearrangements in school management (Nijakowska, 2011, p.49). Most learners with differences can be successfully included in the schooling system under the condition that certain alterations are incorporated into it. However, icnlusive education cannot remove all barriers for all learners due to various degrees of severity of learning impairments, ranging from mild to severe.Inclusive classroom means good teaching for all students with benefits to all with informal support and the expertise of mainstream teachers (Harman, n.d.). Types of accommodation differ across countries and cover the areas of learners´performance at school (timing, setting, assignemnts, homework), curriculum (organization of subject matter, task types), materials, instruction, feedback, classroom management at both macro and micro levels. These may be regulated by national policies or school policies, however, the biggest burden of managing and teaching students with different perspectives lies on teachers´shoulders. due to various levels of severity and different manifestation of learning differences not many studies have been carried out in the field of teaching English to learners with differences. Therefore any helpful approaches strategies, techniques and ideas within the classroom management at a micro and macro level are appreciated. The art of inclusive classroom is to use strategies which are applicable for almost every learner. Multi-sensory structured approach, using mind maps, mnemonics and Brain gym exercises accompanied by following general rules for inclusive classroom regarding seating arrangment, displays and materials might be profitable not only for students with learning differences. At the same time, they can bring joy, fun, raise motivation and enhance enthusiasm to learn English. Acknowledgments This work was supported in part by a grant from KEGA No. 036UKF-4/2013 References FLETCHER, J. M., LYON, G. R., FUCHS, L. S., & Barnes, M. A. (2007). Learning Disabilities: From Identification to Intervention. New York: Guilford. FLETCHER, J. M., MORRIS, R. D., & Lyon, G. R.(2004). Classification and definition of learning disabilities: An integrative perspective. In Swanson, H. L., Harris, K. R., & Grahan, S. (Eds.), Handbook of Learning Disabilities (p. 30-56). New York: Guilford. HARMAN, B. (n.d.). Inclusion/Internation. Is there a difference? Retrieved from: http://www.cdss.ca/images/pdf/general_information/integration_vs_inclusion.pdf Helpguide.org. (2015). Learning Disabilities and Disorders. Retrieved from http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-anddisorders.htm IDA. (n.d.). Multisensory structured language teaching.Retrieved from http://eida.org/multisensory-structured-language-teaching/ Innovative Language.com. (2009). Language Learning – Mnemonic Devices. Retrieved from: http://blog.innovativelanguage.com/2009/07/03/language-learning-mnemonic-devices/ National Institutes of Health (2014). Learning disabilities. What are the indicators of learning disabilities? Retrieved from http://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages/symptoms.aspx 37
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 NIJAKOWSKA, J. et al. (2011). Dyslexia for Teachers of English as a Foreign Language DysTEFL. Trainer´s booklet within the Comenius Project Number: 518466-LPP-1-2011-PL-COMENIUS- CMP. Retrieved from DysTEFL_Booklet_Trainer.pdf available at www.dystefl.eu OECD.(2005). Students with Disabilities, Learning Difficulties and Disadvantages. Statistics and Indicators. Retrieved from http://www.included.eu/sites/default/files/documents/sen_students_- _statistics_and_indicators_-_oecd.pdf. The Learning House.(2013). eLearning Portal. Retrieved from http://www.elearnportal.com/courses/education/methods-of-teaching-language-arts-inpublic-schools/methods-of-teaching-language-arts-in-public-schools-four-language-systems POKRIVČÁKOVÁ, S. (2009). Vyučovanie cudzích jazykov v triedach s individuálne integrovanými žiakmi a poruchami učenia a pozornosti. In Cudzie jazyky a kultúry v modernej škole (p. 29- 43). Brno: Masarykova univerzita. POKRIVČÁKOVÁ, S. (2012). Modern Teacher of English. Nitra? ASPA. POKRIVČÁKOVÁ, S. (2013). Foreign Language Education of Learners with Special Educational Needs in Slovakia. Journal of Arts and Commerce, 2(8). Retrieved from http: www.ijac.org.uk/images/frontImages/gallery/Vol_2No._8/10.pdf. QCF. (n.d.). An introduction to people with learning difficulty. Retrieved from http: file:///D:/Data/Downloads/QCF%20-%20intro%20to%20LD%20sample.pdf) SCRIVENER, J. (2011). Learning Teaching. The Essential Guide to English Language Teaching. Macmillan Education. Strategies for teachers. (n.d.). Retrieved from http://dyslexiahelp.umich.edu/professionals/dyslexia-school/strategies-for-teachers SSI (2012). Školská integrácia žiakov so ŠVVP. Bratislava 2012. Retrieved from http://www.ssiba.sk/admin/fckeditor/editor/userfiles/file/Dokumenty/Metod_mat_sk_inte gracia_12_13.pdf 38
Page 1 and 2: Pokrivčáková, S. et al. (2015).
Page 37: Pokrivčáková, S. et al. (2015).
Page 89 and 90:
Pokrivčáková, S. et al. (2015).
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
show all

to Learners with Special Educational Needs

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?