Specificlearningdifficultiesintheclassroom:Whataretheyandhowcanweovercome

them?

Prof. Judit Kormos Lancaster University

Sixkeyelementsofinclusivelanguageteaching

Recognize

Understand

Learning strategies

Accommodate

Differentiate

Apply multisensory techniques

What type of learning difficulties are there?

Dyslexia and reading comprehension problems

Dyscalculia (numeracy problems)

Attention Deficit and Hyperactivity Disorder

Dyspraxia (fine and gross motor co-ordination)

Dysgraphia (handwriting, spelling, writing)

Specific learning difficulties

Specific learning difficulties

Dyslexia Dyscalculia

DyspraxiaADHD

Dysgraphia

• Learningdifficultiesoverlap.• Learningdifficultiesareplacedonacontinuum:there

arenoclearcut-offpoints.• Learningdifficultieshavedifferentdegreesof

severity.

Causes of learning difficulties

SpLDs

Phonological processing problems

Short-term memory

Speed of processing

Executive functions (attention)

SpLDs

Spatial/ Temporal

Memory Difficulties

Motor Control

ReadingSpelling

Listening

Writing

Strengths related to dyslexia/SpLDs

Dyslexia/SpLDs

Holisticthinking

Creativity

Originality

Spatialknowledge

Problem-solving

Peripheralvision

Link between first and second language difficulties

First language skills are foundations of L2 learning

Second language learning processes

SpLDs L2 learning difficulties

• NoteverystudentwithanSpLD willnecessarilyhavedifficultiesinL2learning.• NoteveryonewhoisstrugglingtolearnanL2hasanSpLD.

Reading difficulties in L2Word-levelreading

• Slow pace• Inaccurate word recognition• Difficulties pronouncing words

while reading• Difficulties inferring meaning of

unknown words

Textlevelreading

• Difficulties understanding key and detailed information

• Difficulty inferring implicit meaning

• Paying attention to meaning while reading aloud

1. Ask students to read aloud – observe errors and speed in L1 and L2

2. Check reading comprehension in L1 and L2

Writing difficulties in L2Word-level writing

• Slow pace• Inaccurate spelling

Text level writing

• Difficulties organizing ideas

• Coherence• Accuracy• Proofreading and

revision

Ask students to produce a piece of free writing in L1 and L2 – observe speed, errors, organization in L1 and L2

Difficulties with L2 listening and speakingListening

• Distinguishing similar sounding words

• Paying attention• Remembering

information• Understanding implied

meaning

Speaking

• Pronouncing words• Accuracy• Coherence of ideas

1. Read a story – ask comprehension questions2. Give a series of instruction – how much they remember3. Tasks for phonological awareness: deleting, adding and

substituting sounds

Difficulties with L2 vocabularyMemorizingwords

• Learning form-meaning links

• Learning other information related to words (e.g. spelling, pronunciation, grammatical information

Usingwords

• Difficulty retrieving words

• Mixing up words• Accuracy• Proofreading and

revision

1. Ask students to repeat words, numbers, colours back to you – forward and backwards

2. Ask students to name colours, numbers, picture quickly3. Ask them to list as many words starting with a particular

sound as possible within a minute

The effect of language learning difficulties on affective factors

Cognitive challenges

in language learning

Motivation and self-esteem

deteriorate

Lower investment

What is inclusive education?• Integration: it is the individual’s task to

accommodate to the characteristics and demands of the institution

• Inclusion: it is the institution’s responsibility to adapt to the students’ needs

• Student is able to share the same physical space and facilities with other students, follow the same curriculum and participate in the same extra-curricular activities

Different level of support neededDiagnostic Manual of the American Psychiatric Association (2013)• Mild degree of SpLDs: “individuals

maybe able to compensate and function well when provided with appropriate accommodations and support services”

• Moderate degree of SpLDs “some intervals of intensive and specialised teaching”

• Severe degree of SpLDs: “ongoingintensive individualized and specialized teaching”

Accommodations

Accommodations+ specialisedteaching

Specialisedteaching

Learningstrategies• Discusstime-management• Learningdiary/schedule• Practiceself-evaluation• Discusswaysaboutmanagingnegativefeelingsandemotions

• Practiceuseoftextcomprehensionstrategies

• Practicetestpreparationandtesttakingstrategies

Memorytechniques

• Mnemonics– BigElephantsCanAlwaysUnderstandSmallElephants• Keywordmethod• Chunking• Rhyme• Mind-maps

Whatcanweaccommodate?

Accommodations

Classroommanagement(groupwork,pairwork)

Environment(Light,temperature,seatingarrangements)

Pacing(slowdown,revise,recycle)

Levelofsupport(teacher,peers)

Presentationandaccesstomaterial

(multiplechannels,handouts)

Differentiate

Content

Environment

Process Product

Differentiation within tasks

• Students complete only odd-numbered questions or specifically selected items

• Teacher provides responses to several items and the student completes the rest.

• Divide a worksheet into sections and student does a specific section only

Differentiation across tasks or task types

• Students listen to a text instead of/while reading it

• Students underline, match, select possible answers rather than writing down the answer

• Choice of presentation mode (e.g. spoken, written)

Multi-sensoryteachingmethods

Usingmultiplesensorychannels

Components of multi-sensory teaching

Highlystructured

(fromsimpletocomplex)

Small,cumulative

steps

Frequentrevision,practice

Direct,explicitteaching

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