Often I ask me if my special students
have the same possibilities to learn a foreign language than their friends who
don’t have any problem to acquire new knowledge. Learning Difficulties can have significant implications for
language and writing acquisition, and as such are important considerations for
teachers.
Learning difficulties (LDs) refers to a
range of complex and often misunderstood neurological-based processing
challenges. In most instances, these processing issues present challenges to the
acquisition of basic skills such as reading, writing and math.
Just because a student has LDs does not
mean that they can’t learn as well as other students. It does, however, mean
that different teaching methods may need to be applied to compensate for the
specific aspects of learning that they find challenging to process.
It is important to reiterate that LDs
are not an indicator of low intelligence or limited learning capacity. They
refer to difficulties in specific areas of learning and many people with LDs
have above average intellectual capacity.
Three common forms of LDs that are
particularly pertinent considerations for teachers are: Dyslexia, Attention Deficit Disorder (ADD), Attention
Deficit Hyperactivity. Students
with these challenges may need a more tailored and individualised teaching plan
to assist them with their English learning.
Teachers must be vigilant for evidence of LDs amongst students identifying and acknowledging LDs
as soon as possible is very important to ensure that students receive the best
support in their learning.
A pertinent consideration for teachers
is how to cater for the needs of students with LDs without holding back other
members of the classroom. Fortunately, the approaches outlined below are, in
fact, good overall teaching practices and will be beneficial to not just LDs
students but to the entire class.
Focus on
what can be achieved instead of what cannot, praise every and any successes, have clear goals and structure lessons
transparently, reduce possible distractions, work in groups or by pairs and stimulate all of the
senses for learning, these are best practices and strategies for a good CLIL
classroom.
LD students can learn English as
effectively as anyone in the classroom if proper provisions are made. These
suggested teaching strategies can, in fact, benefit the entire classroom as a
whole and help ensure that LD students are given all the support needed to
reach their fullest potential.
