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.
Type of course
Mode
Course coordinators
Learning outcomes
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
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(s) for which the student has received an unsatisfactory grade.
Two absences are allowed.
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 (2013). APA
Dodatkowa literatura dla poszczególnych grup w celu przygotowania prezentacji.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: