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 Picture 4: Example of an Index Card (Parker, 2006, p. 13) The index card can be prepared with the cooperation of the ADHD child’s parents and friends, or the child him or herself. The teacher can also select online games and activities fostering reading skills. This approach not only provides a secure and relaxing environment, which ADHD children like, but is also fun, allowing learning through games and immediate feedback. The example activity below is based on one of many options provided by the portal knowledgeadventure.com. (http://www.knowledgeadventure.com/games/letter-activity/). Name: Postcard to my friend Proficiency level: Beginners, pre-intermediate Objectives: The learners can recognize the main parts of a post card, They can read a simple English post card, They can reply to a post card in English. Practiced skills: Reading and writing Age level: Young primary learners Approximate time: 35-40 minutes Preparation: Classroom with an interactive whiteboard and access to the Internet, (http://www.knowledgeadventure.com/games/letter-activity/), post card worksheet (Picture 5), small envelopes, visual and audio signals, “golden stamps” as reward for the ADHD learners. Classroom organization and motivation: The ADHD learners should sit the closest to the teacher and the interactive white board. They need to complete three classroom tasks correctly to obtain three golden stamps. Procedure: 1. Pre-reading: The teacher starts by asking whether the learners have ever written a post card. On the basis of the answers, he/she explains the main elements a post card should contain (address, text, greeting, signature, stamp...). For ADHD: While explaining, the ADHD learner is given a model postcard with an instruction: When the teacher mentions any of the parts of the post card, colour them in using an appropriate colour. This simple task helps the ADHD learner to focus on what the teacher is saying, and engages him/her in the activity. 87
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 Picture 5: Post Card Worksheet The teacher must not forget to check the task outcome and reward the child with a golden stamp. An audio or visual sign is given to signal the next activity. 2. Reading: In the next activity, the class works with the interactive whiteboard and the task from the portal knowledgeadventure.com (Picture 6). The learners are asked to read the jumbled parts of the letter and order them according to the colour of the text. Picture 6: Activity form knowledgeadventure.com For ADHD: Since this activity is for the whole class, not only the ADHD learners, the teacher must manage the situation very strictly. To avoid their blurting out the answers, the ADHD child is instructed to raise his/her hand when he/she knows the correct answer; speaking is allowed only when he/she sees the “speaking symbol,” e.g., a mouth on a stick (Picture 7). 88
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