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

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 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.
During the course, students will learn the basic issues and 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 learners and properly manage diversity in the classroom.
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 signaled during the course.

Term 2024L:

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.

Prerequisites (description)

After completing the course, students have basic knowledge and skills in the area of adapting the language teaching methods towards the needs of learners with special educational needs. Students know the principles of inclusive education and are able to define and characterize the special educational needs of learners with specific learning difficulties in the context of foreign language learning. Students know the specifics of working with learners with special educational needs and the teacher's responsibilities in terms of differentiating and individualizing the teaching process.

Course coordinators

Małgorzata Kolera
Joanna Nijakowska

Type of course

obligatory courses

Mode

Blended learning

Learning outcomes

Knowledge: the graduate knows and understands
K_W01 to an advanced degree selected facts, theories, institutions, processes, and phenomena related to the study areas: linguistics and pedagogy and education studies, relevant to the field of studies - teaching foreign languages, which have practical application in teaching foreign languages in kindergartens and at the first and second educational stages or teaching

K_W03 - the methods, norms, procedures and standards of good practice in educational institutions, related to teaching foreign languages

K_W04 - to a significant extent, human development in biological, psychological, social and cultural terms and its various determinants

K_W07 - to an advanced degree the purpose, organization, legal basis and functioning of educational, caregiving, therapeutic and cultural institutions

K_W08 - various participants involved in educational, caregiving, and cultural activities

K_W09 - the methodology to perform common tasks; the standards and procedures used in various educational areas

K_W10 - to a significant extent, the learners (recipients of educational services) and the methods of diagnosing their needs and assessing the quality of educational services

Skills: the graduate is able to

K_U02 - independently plan and implement typical projects related to foreign language teaching environments (including kindergartens and primary schools) and other institutions related to teaching foreign languages

K_U03 - diagnose the needs, abilities and aptitudes of every learner, as well as design and implement individually tailored teaching and educational programs

K_U06 - use basic theories in psychology and education and other related disciplines to analyse, interpret and resolve educational, social and cultural issues, as well as understand the motives and patterns of human behaviour

K_U08 - apply ethical norms in all of the activities undertaken, identify and analyse ethical dilemmas in the academic, educational, care-giving and therapeutic aspects of their profession

K_U10 - work with children from various cultural backgrounds and those with limited knowledge of the Polish language

K_U12 - communicate in Polish and in a foreign language, using a variety of channels and techniques, with all participants in the teaching-learning process and experts in the academic disciplines and subjects that are
relevant to the field of studies in foreign language teaching, both in Polish and another language

K_U20 - perform the various roles required for working as a team, is willing to accept and assign tasks, and possesses the elementary organisational skills necessary in designing and implementing professional educational activities

Social competence: the graduate is prepared to

K_K07 - correctly identify and resolve dilemmas associated with the teaching profession

Assessment criteria

The necessary condition for getting credit for this course is:
- obtaining positive grades from the tests conducted during the semester,
- timely completion of tasks on the CKC UW platform,
- preparation and active participation in classes (e.g. knowledge of the recommended readings and materials, participation in discussions, presentations related to the topic of classes),
- presence during face-to-face classes (1 absence is allowed).

The final grade for the subject is a weighted average:
- test grades
- grades for online and online - depending on the type and difficulty of the task .

Grading scale:
95-100% - 5
90-94% - 5-
85-89% - 4+
80-84% - 4
75-79% - 4-
70-74% - 3+
65-69% - 3
60-64% - 3-
0-59% - 2

Criteria for evaluating tasks on the platform (may vary depending on the nature of the task):
- timely execution of the task,
- compliance with the instructions,
- completeness,
- content organization,
- quality of argumentation/justification,
- insight and quality of comments (e.g. to posts and tasks of other course participants)

Practical placement

Not applicable

Bibliography

Compulsory (selected chapters from the following books):
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.

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.pdf

Term 2024L:

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.

Notes

Term 2024L:

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

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 4100-4SMKSPEO in USOSweb