Teaching languages to students with special educational needs 4100-4SMKSPEO

During the course, students will learn the principles of inclusive education and universal design in education. Students learn the principles and techniques of adapting the language learning process and educational requirements, to take into account the individual needs and abilities of all learners and properly manage diversity in the classroom.
The course equips students with basic knowledge and skills concerning the specifics of adapting the process of teaching foreign languages to the special educational needs of the selected group of students in relation to teaching language elements and skills, classroom management, and assessment.
Students with special educational needs, especially those experiencing specific learning difficulties (for instance in learning to read and write - dyslexia) and school difficulties caused by attention deficit hyperactivity disorder (ADHD), dyspraxia and Asperger's syndrome, require adjustments in the process of foreign language teaching (e.g. in terms of teaching methods and techniques, content, time, the scope of necessary assistance, forms of work, etc.) so that their individual needs are met. It is crucial that language teachers have the knowledge and skills necessary to carry out informed and effective teaching and inclusive activities with SEN students. It is also important to develop tolerant attitudes among teachers towards difference and diversity, accepting the idea of inclusion/inclusive teaching, as well as universal design (UDL) in education, and thus also the differentiation and individualization in teaching all students as the norm.
The aim of the course is to sensitize students to the language learning needs of all students belonging to the group of students with special educational needs, in particular, the course focuses on students with specific difficulties in learning to read and write (dyslexia), as well as with attention deficit hyperactivity disorder (ADHD), attention deficit disorder (ADD), dyspraxia and Asperger's syndrome, which often coexist with dyslexia.
The course focuses on students with specific learning difficulties, but special developmental and educational needs may arise not only from specific learning difficulties but also from disabilities (e.g. intellectual, motor, auditory, visual), social maladjustment and the risk of social maladjustment, language communication disorders, chronic disease, crisis or traumatic situations, educational failures, environmental neglect (related to the student's and his family's living situation, way of spending free time and environmental contacts), adaptation difficulties (related to cultural differences or a change in the educational environment or prior education abroad), as well as with special aptitudes. Due to the course timeframe, the special needs of the group of students mentioned here will only be signalled during the course.

During the course, students will learn the principles of inclusive education and universal design in education. Students learn the principles and techniques of adapting the language learning process and educational requirements, to take into account the individual needs and abilities of all learners and properly manage diversity in the classroom.
The course equips students with basic knowledge and skills concerning the specifics of adapting the process of teaching foreign languages to the special educational needs of the selected group of students in relation to teaching language elements and skills, classroom management, and assessment.
Students with special educational needs, especially those experiencing specific learning difficulties (for instance in learning to read and write - dyslexia) and school difficulties caused by attention deficit hyperactivity disorder (ADHD), dyspraxia and Asperger's syndrome, require adjustments in the process of foreign language teaching (e.g. in terms of teaching methods and techniques, content, time, the scope of necessary assistance, forms of work, etc.) so that their individual needs are met. It is crucial that language teachers have the knowledge and skills necessary to carry out informed and effective teaching and inclusive activities with SEN students. It is also important to develop tolerant attitudes among teachers towards difference and diversity, accepting the idea of inclusion/inclusive teaching, as well as universal design (UDL) in education, and thus also the differentiation and individualization in teaching all students as the norm.
The aim of the course is to sensitize students to the language learning needs of all students belonging to the group of students with special educational needs, in particular, the course focuses on students with specific difficulties in learning to read and write (dyslexia), as well as with attention deficit hyperactivity disorder (ADHD), attention deficit disorder (ADD), dyspraxia and Asperger's syndrome, which often coexist with dyslexia.
The course focuses on students with specific learning difficulties, but special developmental and educational needs may arise not only from specific learning difficulties but also from disabilities (e.g. intellectual, motor, auditory, visual), social maladjustment and the risk of social maladjustment, language communication disorders, chronic disease, crisis or traumatic situations, educational failures, environmental neglect (related to the student's and his family's living situation, way of spending free time and environmental contacts), adaptation difficulties (related to cultural differences or a change in the educational environment or prior education abroad), as well as with special aptitudes. Due to the course timeframe, the special needs of the group of students mentioned here will only be signalled during the course.

Compulsory (selected chapters from the following books):
Nijakowska, J., Tsagari, D., & Guz, E. (Eds.). (2023). SCALED Course – Increasing accessibility in language education. SCALED project.
https://scaled.uw.edu.pl/output-2/
Nijakowska, J., Kormos, J., Hanusova, S., Jaroszewicz, B., Kálmos, B., Imrene Sarkadi, A., Smith, A. M., Szymańska-Czaplak, E., Vojtkova, N., Alexiou, T., Košak Babuder, M., Mattheoudakis, M., Pižorn, K. (2016). DysTEFL2 – Dyslexia for teachers of English as a foreign language. Łódź: Department of Pragmatics, University of Łódź.
Delaney, M. (2016). Special Educational Needs. Oxford: Oxford University Press.
Daloiso, M. (2017). Supporting learners with dyslexia in the ELT classroom. Oxford: Oxford University Press.
Kormos, J., & Smith, A. M. (2012). Teaching languages to students with Specific Learning Differences. Bristol: Multilingual Matters.
Kormos, J., & Smith, A. M. (2023). Teaching languages to students with Specific Learning Differences, 2nd edition. Bristol: Multilingual Matters.

Students are required to read/familiarize themselves with the didactic materials posted on the platform or provided for classes by the lecturer. These are articles, chapters, studies, and electronic materials (e.g. presentations, videos).

Optional:
Kormos, J. (2017). The second language learning processes of students with specific learning difficulties. New York: Routledge.
Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters.
Kormos J., & Kontra, H. E. (2008). (Eds.), Language learners with special needs: An international perspective. Clevedon: Multilingual Matters.
British Council. (2012). Creating an inclusive learning experience for English language learners with specific needs: Case studies from around the British Council’s global network. https://www.teachingenglish.org.uk/sites/teacheng/files/B480_Special%20Need_Publication_A4_V5_Final_MR.pdf
Domagała- Zyśk E. (red.), (2013). English as a foreign language for the deaf and hard of hearing persons in Europe. Lublin: Wydawnictwo KUL.
Olechowska, A. (2019). Specjalne potrzeby edukacyjne. Warszawa: Wydawnictwo Naukowe PWN.
Piskorska A., Krzeszowski T., Marek B. (2008). Uczeń z dysfunkcją wzroku na lekcji angielskiego Wskazówki metodyczne dla nauczycieli. Warszawa: Uniwersytet Warszawski.
Domagała-Zyśk E. (2011). Strategie nauczania i wspierania ucznia ucznia z niepełnosprawnością na lekcjach i zajęciach językowych. H. Komorowska (red.) Nauka języka obcego w perspektywie ucznia. Warszawa: Oficyna Wydawnicza Łośgraf, 297-311.
Ośrodek Rozwoju Edukacji (ORE). Wydział Specjalnych Potrzeb Edukacyjnych. https://www.ore.edu.pl/category/wydzialy/wydzial-specjalnych-potrzeb-edukacyjnych/
Cybulska, R., Dryjańska, J., Gotlin, K., Kłoda, M., Pomorska, K., Pyzikiewicz, A. (2016). Uczeń z zespołem Aspergera w szkole ogólnodostępnej. Warszawa: Ośrodek Rozwoju Edukacji. http://www.bc.ore.edu.pl/Content/887/Uczen_z+zespolem_Aspergera_w_szkole_ogolnodostepnej.pdf
ORE. (2017). Uczeń ze specjalnymi potrzebami edukacyjnymi w systemie edukacji w świetle nowych przepisów prawa oświatowego. Warszawa: Ośrodek Rozwoju Edukacji. file:///C:/Users/user/Downloads/Uczen-ze-specjalnymi-potrzebami-edukacyjnymi-w-systemie-edukacji.pd

Compulsory (selected chapters from the following books):
Nijakowska, J., Tsagari, D., & Guz, E. (Eds.). (2023). SCALED Course – Increasing accessibility in language education. SCALED project.
https://scaled.uw.edu.pl/output-2/
Nijakowska, J., Kormos, J., Hanusova, S., Jaroszewicz, B., Kálmos, B., Imrene Sarkadi, A., Smith, A. M., Szymańska-Czaplak, E., Vojtkova, N., Alexiou, T., Košak Babuder, M., Mattheoudakis, M., Pižorn, K. (2016). DysTEFL2 – Dyslexia for teachers of English as a foreign language. Łódź: Department of Pragmatics, University of Łódź.
Delaney, M. (2016). Special Educational Needs. Oxford: Oxford University Press.
Daloiso, M. (2017). Supporting learners with dyslexia in the ELT classroom. Oxford: Oxford University Press.
Kormos, J., & Smith, A. M. (2012). Teaching languages to students with Specific Learning Differences. Bristol: Multilingual Matters.
Kormos, J., & Smith, A. M. (2023). Teaching languages to students with Specific Learning Differences, 2nd edition. Bristol: Multilingual Matters.

Students are required to read/familiarize themselves with the didactic materials posted on the platform or provided for classes by the lecturer. These are articles, chapters, studies, and electronic materials (e.g. presentations, videos).

Optional:
Kormos, J. (2017). The second language learning processes of students with specific learning difficulties. New York: Routledge.
Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters.
Kormos J., & Kontra, H. E. (2008). (Eds.), Language learners with special needs: An international perspective. Clevedon: Multilingual Matters.
British Council. (2012). Creating an inclusive learning experience for English language learners with specific needs: Case studies from around the British Council’s global network. https://www.teachingenglish.org.uk/sites/teacheng/files/B480_Special%20Need_Publication_A4_V5_Final_MR.pdf
Domagała- Zyśk E. (red.), (2013). English as a foreign language for the deaf and hard of hearing persons in Europe. Lublin: Wydawnictwo KUL.
Olechowska, A. (2019). Specjalne potrzeby edukacyjne. Warszawa: Wydawnictwo Naukowe PWN.
Piskorska A., Krzeszowski T., Marek B. (2008). Uczeń z dysfunkcją wzroku na lekcji angielskiego Wskazówki metodyczne dla nauczycieli. Warszawa: Uniwersytet Warszawski.
Domagała-Zyśk E. (2011). Strategie nauczania i wspierania ucznia ucznia z niepełnosprawnością na lekcjach i zajęciach językowych. H. Komorowska (red.) Nauka języka obcego w perspektywie ucznia. Warszawa: Oficyna Wydawnicza Łośgraf, 297-311.
Ośrodek Rozwoju Edukacji (ORE). Wydział Specjalnych Potrzeb Edukacyjnych. https://www.ore.edu.pl/category/wydzialy/wydzial-specjalnych-potrzeb-edukacyjnych/
Cybulska, R., Dryjańska, J., Gotlin, K., Kłoda, M., Pomorska, K., Pyzikiewicz, A. (2016). Uczeń z zespołem Aspergera w szkole ogólnodostępnej. Warszawa: Ośrodek Rozwoju Edukacji. http://www.bc.ore.edu.pl/Content/887/Uczen_z+zespolem_Aspergera_w_szkole_ogolnodostepnej.pdf
ORE. (2017). Uczeń ze specjalnymi potrzebami edukacyjnymi w systemie edukacji w świetle nowych przepisów prawa oświatowego. Warszawa: Ośrodek Rozwoju Edukacji. file:///C:/Users/user/Downloads/Uczen-ze-specjalnymi-potrzebami-edukacyjnymi-w-systemie-edukacji.pd

Classes are conducted in a mixed mode (14 hours stationary + 16 hours remotely, asynchronously - on the Kampus CKC UW platform).

Classes are conducted in a mixed mode (14 hours stationary + 16 hours remotely, asynchronously - on the Kampus CKC UW platform).