Students with diverse educational needs in the English language classroom 3301-JS2929-1ST
Special educational needs (DEN) refer to various types of developmental conditions. The most common are specific learning difficulties and differences, including developmental dyslexia, or difficulties in mastering reading and writing skills, dyspraxia, or a disorder of motor coordination, and attention deficit and hyperactivity (ADHD). Other special educational needs include developmental/specific language disorder (DLD), autism spectrum disorders (ASD), and sensory disorders.
DEN can affect foreign language learning. Therefore, teachers need to consider different teaching approaches to respond appropriately to the specific needs and abilities of students with DEN.
The course aims to familiarize participants with the issues related to DEN in the context of teaching and learning English as a foreign language. Participants will learn about different approaches to teaching students with DEN to ensure their integration in the classroom and their proper linguistic development in the foreign language. The course programme will cover the following topics: the impact of DEN on the development of language skills in the context of English as a foreign language; effective teaching of listening, speaking, reading and writing skills, grammar, vocabulary and spelling; effective adaptation of the classroom environment to the needs of students with DEN; adaptation of teaching materials and classroom dynamics to ensure the expected learning progress of students with DEN.
Other topics related to DEN will be covered during the course, including an integrated approach and universal design for learning and teaching, psychological aspects of DEN, DEN at different stages of development, recognizing DEN, and the legal framework for DEN in different countries.
The course aims to combine theoretical concepts with classroom practice. Participants will analyze available teaching materials in the market in relation to the recommended approaches in teaching DEN, and prepare teaching materials using the knowledge gained. Participants will also develop various academic skills, such as analysis and interpretation of research results, presentation of arguments and presentation of the topic in the form of an oral presentation.
Lesson topics:
1. Introduction; definitions of ZPE
2. Legal framework; Specific Learning Difficulties
3/4. Foreign language aptitude; general cognitive profile of a language learner
5/6. Dyslexia
7. Dyspraxia
8. ADHD - Attention Deficit Hyperactivity Disorder
9. ASD - Autism Spectrum Disorder
10. Sensory disorders/impairments
11. Stuttering, Tourette's Syndrome
12. Teaching approaches and accommodations, resource design 1
13. Teaching approaches and accommodations, resource design 2
14. Teaching approaches and accommodations, resource design 3
15. Teaching approaches and accommodations, resource design 4
Course coordinators
Type of course
Mode
Learning outcomes
For the second-year students:
Knowledge
The graduate has familiarity with:
- K_W01 advanced terminology, theory and research methods corresponding to the state of the art in the discipline of linguistics concerning diverse educational needs within the domain of English Studies
- K_W09 concepts and principles concerning the protection of intellectual property and copyright
Abilities
The graduate is able to:
- K_U01 apply advanced terminology, theory and research methods corresponding to the state of the art in the discipline of linguistics concerning diverse educational needs within the domain of English Studies
- K_U09 apply the concepts and principles of intellectual property protection and copyright law
Social competences
The graduate is ready to:
- K_K01 critically appraise their knowledge and content obtained from various sources concerning diverse educational needs in the English language classroom
- K_K02 recognize the importance of knowledge in solving cognitive and practical problems; consult experts when required concerning diverse educational needs in the English language classroom
For the third-year students:
Knowledge: The graduate will be able to
K_W02 - discuss key terminology, well established methods and theories of linguistics within English studies
K_W03 - describe methodology and recent developments in English linguistic
K_W05 - list and discuss the characteristics of English grammar, syntax, phonology, phonetics, morphology and pragmatics on an advanced level
K_W07 explain principles of designing linguistic studies, with special focus on selecting appropriate methods and tools in formulating research questions and testing research hypotheses
Abilities: The graduate is able to
K_U01 - employ the terminology and methodological tools from linguistics
K_U02 - employ the methodology of linguistics within English studies, respecting the ethical norms and copyright law
K_U04 - implement knowledge to describe a problem and identify means to solve it, thereby completing a project in linguistics
K_U11 design one’s own development
Social competences: the graduate is ready to
K_K02 - undertake life-long learning and personal development, applying skills and competences to select subjects and projects optimally suiting one’s personal interests
K_K03 - value responsibility for one’s own work and respect the work of others, adhering to the professional and ethical norms in various projects and other activities undertaken at work, voluntary services, etc.
Assessment criteria
The final grade is calculated based on:
- a group work - a presentation in PowerPoint (50% of the mark),
- a final essay (50%).
Re-sit examination - rewriting the work for which the student has received an unsatisfactory grade.
The use of artificial intelligence (AI) tools in the classroom is governed by the rules set forth in Resolution No. 16 of the Teaching Council for the programs English Studies, English Studies – Linguistics, and English Studies – Literature and Culture of 9 December 2025 https://ia.uw.edu.pl/fileadmin/ilustracje/dokumenty/2026/RD_IA_2025_UCHWALA_nr16_narzedzia_AI_nowelizacja_ZAL2_EN.pdf
Bibliography
Kormos, J. (2017). The Second Language Processes of Students with Specific Learning Difficulties. New York: Routledge.
Kormos, J. & Smith, A.M. (2023). Teaching Languages to Students with Specific Learning Differences (2nd ed.). Multilingual Matters.
Kormos, J. & Kontra, E.H. (2008), Language learners with special needs. Bristol: Multilingual Matters.
Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters.
Schneider, E., & Crombie, M. (2003). Dyslexia and foreign language learning. NY: David Fulton Publishers.
http://www.dystefl.eu/
DSM-5-TR (2022). APA
Dodatkowa literatura dla poszczególnych grup w celu przygotowania prezentacji.
Notes
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Term 2026Z:
Two absences are allowed. |