Dyslectic and Dysgraphic Learners in the EFL Classroom: Towards an Inclusive Education Environment

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F18%3A63521459" target="_blank" >RIV/70883521:28150/18:63521459 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Dyslectic and Dysgraphic Learners in the EFL Classroom: Towards an Inclusive Education Environment

Popis výsledku v původním jazyce

Foreign language education of learners with special educational needs is one of the fields of language pedagogy constantly demanding more attention from teachers, researchers, teacher trainers, education-system decision-makers and managers. Despite the growing number of research outputs, their systematic summary is still necessary. The objective of the publication was to offer a relatively systematic picture of the current status and organisation of foreign language education provided to learners with special educational needs in the Czech Republic and Slovakia. Detailed attention was paid to 3 defined areas: the legal framework and organisation of foreign language education of learners with special educational needs in both countries; b) the extent of support provided to foreign language teachers; and c) the reflection of Slovak language education of learners with special educational needs in research. The results showed that while the legislation and state documents related to education are in accord with international standards, and thus create standard conditions for the development of foreign language education of the target group, the existing situation at schools is not very optimistic. The results also pointed to the areas in which a set of important measures needs to be adopted: 1) Learning more about real situation at schools requires further empirical research. 2) The courses on foreign language education of learners with SEN (focused mostly on classroom management in mixed-ability classes and internal differentiation) should be integrated in all pre-service and in-service teacher training programmes. 3) General SEN teachers feel the lack of expertise support. More intensive cooperation between teachers, schools and consultancy centres is necessary. 62 4) The appropriate evaluation instruments for the objective evaluation of learners with SEN should be designed and validated as soon as possible. 5) What is needed is even more are theoretical sources, teaching materials, and practical handbooks, as well as other information sources. 6) New organisational measures need to be developed, which would lead to the fulfilment of the general aim: to improve foreign language education of learners with SEN while keeping the appropriate demandingness and attractiveness of foreign language education of intact learners in the same classroom. Last but not least, the aim of the research was to propose a set of research-based and teaching practice-grounded recommendations/implications which would help: - foreign language teachers to optimise their teaching practices, - school managers to enhance the building of inclusive education environments at their schools; - and teacher training institutions to update and up-grade foreign language teacher-training courses so that they would reflect the real needs of foreign language teachers. Ultimately, the results of the research are expected to enforce support provided to SEN teachers and learners.

Název v anglickém jazyce

Dyslectic and Dysgraphic Learners in the EFL Classroom: Towards an Inclusive Education Environment

Popis výsledku anglicky

Foreign language education of learners with special educational needs is one of the fields of language pedagogy constantly demanding more attention from teachers, researchers, teacher trainers, education-system decision-makers and managers. Despite the growing number of research outputs, their systematic summary is still necessary. The objective of the publication was to offer a relatively systematic picture of the current status and organisation of foreign language education provided to learners with special educational needs in the Czech Republic and Slovakia. Detailed attention was paid to 3 defined areas: the legal framework and organisation of foreign language education of learners with special educational needs in both countries; b) the extent of support provided to foreign language teachers; and c) the reflection of Slovak language education of learners with special educational needs in research. The results showed that while the legislation and state documents related to education are in accord with international standards, and thus create standard conditions for the development of foreign language education of the target group, the existing situation at schools is not very optimistic. The results also pointed to the areas in which a set of important measures needs to be adopted: 1) Learning more about real situation at schools requires further empirical research. 2) The courses on foreign language education of learners with SEN (focused mostly on classroom management in mixed-ability classes and internal differentiation) should be integrated in all pre-service and in-service teacher training programmes. 3) General SEN teachers feel the lack of expertise support. More intensive cooperation between teachers, schools and consultancy centres is necessary. 62 4) The appropriate evaluation instruments for the objective evaluation of learners with SEN should be designed and validated as soon as possible. 5) What is needed is even more are theoretical sources, teaching materials, and practical handbooks, as well as other information sources. 6) New organisational measures need to be developed, which would lead to the fulfilment of the general aim: to improve foreign language education of learners with SEN while keeping the appropriate demandingness and attractiveness of foreign language education of intact learners in the same classroom. Last but not least, the aim of the research was to propose a set of research-based and teaching practice-grounded recommendations/implications which would help: - foreign language teachers to optimise their teaching practices, - school managers to enhance the building of inclusive education environments at their schools; - and teacher training institutions to update and up-grade foreign language teacher-training courses so that they would reflect the real needs of foreign language teachers. Ultimately, the results of the research are expected to enforce support provided to SEN teachers and learners.

Druh

B - Odborná kniha

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

ISBN

978-80-7454-793-5

Počet stran knihy

88

Název nakladatele

Univerzita Tomáše Bati ve Zlíně, Fakulta humanitních studií

Místo vydání

Zlín

Kód UT WoS knihy

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