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Accommodating learning disabilities in the English language classroom

(Қорқыт Ата атындағы Қызыдорда университеті, Қызылорда қ.)

One of the greatest treasures of humankind lies in the diversity of its different personalities with different abilities. Acceptance and recognition of differences is one of the key principles of building mutual respect. In the world of education many people find it difficult to find their place and adapt to system requirements. The idea of inclusive education and acceptance children with special educational needs, so the «educational imperative» in today’s modern age.

The purpose of this article is to provide English teachers with basic tools to help English learners with learning difficulties excel in English class. Article one defines a learning disability and difficulty in determining certain difficulties are the result learning disability or struggle with language acquisition. He then describes the following learning methods that help support students with learning disabilities: (1) the Inclusive Classroom, (2) Universal Design for Learning (UDL), (3) Scaffolding, and (4) Peer-assisted Learning Strategies (PALS).

Historically, there has been a certain degree of complexity in the definition of learning disability and specific a common definition has not yet been agreed; however, as a broad conceptual construct, learning disabilities can be understood as «unexpected dissatisfaction», where «The severity of failure… is unexpectedly, because the person is not adequately responded to the instruction, which effective for most people» (Fletcher etet al. 2019, 4). under wide cover underachievement, Burr, Haas and Ferrier (2015, 3) specifically define learning disabilities as «a neurological condition that interferes with the ability of a person to store, process, or produce information. learning disabilities may affect a student’s ability to read, write, speak, spell, calculate math or reason attention, memory, coordination of students, social skills and emotional maturity. All learning disabilities are characterized by difficulty in at least one area of academic performance. Problems with literacy skills constitute the most common form of education disability (Klingner and Eppolito, 2014). Other factors that may appear as scholastic the inefficiency must be eliminated. American Association for Learning Disabilities (2020) states that «People with learning disabilities should not to be confused with learning problems, which are primarily the result of visual, auditory or motor deficiencies; mental retardation; from emotional disorder; or environmental, cultural or economic disadvantages.» [1]

Every child has the fundamental right to education and should be able to achieve and maintain an acceptable level learning. Persons with special educational needs should have access to ordinary schools, which should place them in child-centered pedagogy that can meet these needs. The main problem of modern society and many education systems there is a significant number of students who are not «adjusted for school». When in fact the school is an institution that must adapt the persons who were present.

Needless to say, in addition to the benefits of knowing the language than their native language, the benefits of learning English for students children with learning disabilities are numerous. Learning any foreign language can help student with learning disabilities to develop useful skills such as cooperation with their classmates, improve listening and reading skills, help them learn to express yourself or, in the end, just to work on your creativity. Like European The Commission concluded that social and personal development are goals which can be achieved by learning a foreign language, and success is achieved beyond the scope of communication. In addition, the reason for studying language can be not only for the sake of actual mastery of the language, but can serve as a tool for personal development. [2]

Obviously, the teaching staff and their attitude towards students with special educational needs play an important role in promoting inclusion.

The processes of change in education cannot start with a negative attitude and resistance to it. By definition, relationships are an important part of our daily lives, since they have a great influence on our behavior, making certain actions are predictable. To accept ideas of inclusiveness, it is necessary to initially change the prevailing attitude towards students and people with disabilities in society, as well as to take differences and individual differences beyond mere respect or tolerance.

Teaching children with learning disabilities opens the doors of regular classrooms for the learners from different backgrounds.. This gives students with special needs the opportunity to learn on an equal basis with other students. They also need to learn English as they foreign language. However, teaching in an inclusive classroom is not easy. The number of problems that English teachers face during their teaching learning process. As teachers, they must be aware of their problems and find ways to overcome it, especially when working with students with special needs.

The purpose of this article is to identify the problems faced by the English teachers. It also gives some ideas on how to overcome the problems. This uses qualitative research. This article claims that English teachers some difficulties in teaching students with special needs. Thus, they need concern about identifying the problems they face and finding ways to solve them. [3]

There are eight principles of inclusive education:

– The value of a person does not depend on his abilities and achievements;

– Every person is capable of feeling and thinking;

– Everyone has the right to communicate and to be heard;

– All people need each other;

– Genuine education can only take place in the context of real relationships;

– All people need the support and friendship of their peers;

– For all learners, progress may be more in what they can do than in what they cannot;

– Diversity enhances all aspects of human life.

Teachers are the main characters who spends most of the time with the children. Their work includes conducting training sessions, holidays, excursions.

Any form of pedagogical communication should have clearly defined goals:

– Educational should solve the problem of working out the program material.

– Educational should solve the problem of working out a model of behavior.

– Correction-developing – should clearly orient the teacher to the development of the abilities and capabilities of all children and to correct existing shortcomings with special pedagogical and psychological techniques. [4]

Teachers should create an appropriate lesson plan for them. Lesson Plan

should be planned based on some criteria:

a) the methodology used in teaching English should be made

suitable for students with learning disabilities

b) educational material should be catchy and attractive, but also corresponding

c) the teacher should plan extra working time with the child

d) the curriculum must be adapted for students with learning disabilities (namely, eliminate the need to cover the entire curriculum and attention should be directed to the development of several skills)

e) the teacher, together with a specialist in inclusive education, must create an individual study plan for students with learning disabilities. The lesson should be very interactive, emphasis should be placed on sing, play, dance, draw.

The movements are useful for students with learning disabilities as they are difficult to stay focused or sit down. The atmosphere should also be pleasant for students as students feel uncomfortable working under pressure, in stressful situations or in a boring activity.

Abstract concepts, rules, grammar rules should be avoided they cause tension. Better to avoid fixing bugs too often because it can demotivate students. Foreign language is studied directly exposure, so students with learning disabilities should be made aware of English through listening and reading. Students have different learning styles, even healthy ones. For this reason, teachers are advised familiar with the learning style of a child with a learning disability. [5]

Conclusion

In the course of the study, the following tasks were solved:

The concept of «student with disabilities» has been studied.

The specifics of teaching English in middle and high school are considered.

The methods of teaching English to children with disabilities in middle and high school have been identified.

Students with disabilities are students who have deficiencies in physical and (or) psychological development, confirmed by the psychological-medical-pedagogical commission and preventing education without creating special conditions.The personal development of a child depends on biological and sociocultural factors. The implementation of the doctor’s recommendations is one of the stages in the successful development of a disabled person.

All students with disabilities experience to some extent pronounced difficulties in mastering curricula due to insufficient cognitive abilities, specific disorders of school skills or speech, and sometimes with violations in the organization of activities and behavior. The training program for children with disabilities is based on providing disabled people with all the necessary devices to overcome psychophysical barriers during education. Teachers motivate children to be active in the classroom, the joint work of psychologists and parents contributes to the achievement of good results. The high quality of inclusive education depends on the interaction of school infrastructures.

References:

1.Jimalee Sowell And Larry Sugisaki / Accommodating Learning Disabilities in the English Language Classroom/2—3 p.

2.Rina Benko, Anna Martinović,/ Inclusive education in English foreign language classrooms/January 2021, 113,114 p.3

3. Desi Puspitasari, Vol. 11 No. 1, January – June 2019/English Language Teaching in Inclusive Class: a Challenge/37 p.

4. Adapted basic educational program of basic general education for students with disabilities, December,17,2010./ A.V.Torkunova-A.A.Vigasina-O.S.Soroko-Tsyupy/)

5.Desi Puspitasari, Vol. 11 No. 1, January – June 2019/English Language Teaching in Inclusive Class: a Challenge/40 p.