Dyscalculia and language learning: overlapping processes and inclusive perspectives
Dyscalculia is often described as a difficulty with mathematics, but this definition does not fully reflect its complexity. As outlined by the European Dyslexia Association, dyscalculia is a specific learning difference that influences how people process numbers, quantities, and relationships. When viewed through a neurodiversity-informed perspective, dyscalculia is a variation in cognitive processing, resulting in a […]
Creating inclusive language classrooms
In the landscape of European education, the Erasmus+ FOCUS project (Foreign Language Learning Opportunities for Children with Learning Difficulties) is aimed at fostering inclusive and supportive foreign language learning environments for children aged 6 to 12. Yet the insights, tools, and methodologies emerging from this project carry significant relevance well beyond school walls, offering valuable lessons for adult education […]
Supporting Dyslexic Learners: A Comparative Analysis of Two Educational Initiatives
Dyslexia is a common learning difficulty that affects reading, writing, and spelling, often creating additional challenges when students learn a foreign language. Educational initiatives increasingly focus on developing inclusive teaching strategies and preparing teachers to support learners with dyslexia. This article compares two initiatives: the Lithuanian study on teaching English to dyslexic pupils and the […]
Artificial Intelligence in Foreign Language Teaching for Children with Learning Difficulties
Teaching a foreign language to children with learning difficulties is both a demanding and highly rewarding task. In a classroom we can find different learning paces, diverse ways of understanding and remembering, and very specific needs that require flexibility, patience, and creativity from teachers. In recent years, artificial intelligence (AI) has begun to open up […]
DEI (Diversity, Equity, Inclusion) as a Tool to Disable Stigma
Today, neuroscience, advanced pedagogy, and educational policies converge on a fundamental principle: equality is not about treating everyone the same, but about offering each student what they need to learn. This is the core of the Diversity, Equity, and Inclusion (DEI) policy—a framework adopted by modern educational systems. Stigma is generated in the margins and […]
FOCUS on Play: How Digital Games are Transforming Learning Across Europe
By Esme Garza The FOCUS project is reaching an exciting stage – our innovative digital learning games are coming to life! Developed through the collaboration of our international partners, these interactive tools are designed to make learning not only more engaging but also more meaningful for students across Europe. Each game combines fun, challenge and […]
Multisensory Learning in English Classrooms: Reaching Every Student
Introduction: Seeing, Hearing, and Touching Language For many children, learning English as a foreign language is a gateway to new opportunities and cultures. But for students with learning difficulties, such as dyslexia, ADHD, or auditory processing challenges, the process can often feel like trying to catch words that keep slipping away. They may struggle to […]
Learning English Through Play: Creative Strategies for Students with Learning Difficulties
The importance of play in foreign language learning Many children with learning difficulties find foreign language teaching a particularly tiring process. Difficulties with reading, spelling, or concentration often make language lessons stressful rather than enjoyable. However, when lessons are converted from exercises to playful activities, something important can happen: students participate more, fear of mistakes […]
An Overview of Our ERASMUS+ Project and its First Milestones
In the landscape of European education, our Erasmus+ FOCUS project—Foreign Language Learning Opportunities for Children with Learning Difficulties—is aimed at fostering inclusive and supportive foreign language learning environments for children aged 6 to 12. The project addresses a pressing need: how to effectively support students with learning difficulties in acquiring a foreign language, ensuring they […]
Why Spelling in English Is So Difficult for Children with Learning Difficulties
Greek research For many children learning English as a foreign language, spelling is one of the trickiest skills to master. But for children with learning difficulties, such as dyslexia or challenges with working memory, spelling in English becomes even more confusing, especially for young learners whose first language is Greek. A study by Georgia Kazouka […]