Teaching English Language to Children with Special Educational Needs

Country Studied: Romania

Area of Focus: Inclusivity

Types of learning difficulties the Case Study is supporting:

• Reading and writing difficulties
• General or specific learning difficulties

Aims and objectives of Case Study

The aim of this study is twofold:

1. Determine whether pupils with learning difficulties can benefit from a mixed ability classroom within the context of mainstream education of foreign languages when they are taught by trained educators. Students with educational needs are now taught exclusively in general education schools in Romania (excluding severe cases which follow special programs in special education schools). This study is a debate as to how SEN pupils can be taught more effectively.
2.  Analyze a variety of methods and techniques which can help foreign language learners with learning difficulties excel in their attempt to acquire a new language. SEN pupils need unique approaches which accommodate their individual needs. The present study presents a number of said approaches concisely.

Short description of Case Study

This study consists of two parts:

• Four different questionnaires asked to four different groups.
• 10 English teachers
• 90 parents
• 90 typically developing 6^th grade children
• 10 SEN 6^th grade children (10 was the number of enrolled SEN 6^th grade students in the school)
• An experiment including 20 typically developed 6^th grade children and 5 SEN 6^th grade children.

The questions in the questionnaires revolved around the different groups’ opinions concerning the inclusion of SEN students in the foreign language classroom and what effect that had on the teachers, the typically developing pupils and the SEN pupils.

The experimental part consisted of three phases.

• One pre-test where researchers determined the English level of the entire class
• A two-week period of the pupils being taught English by a teacher who had taken a course on inclusive education
• Retaking of the test to determine whether the experiment had achieved its goal and to what extent

3 Key learning Principles that were used in this Case Study to support learners with LD

1. The experimental phase of the study included both SEN pupils as well as typically developing children taught in the same classroom. By creating an inclusive space with children of mixed abilities, we immediately let everyone know that learning a foreign language is approachable to everyone. SEN pupils can be a part of the lesson and can participate in equal terms with the rest of the class. The results showed that the entire group of pupils benefited from the interactive lessons and everyone’s performance was improved greatly.
2. The two-week interactive English lessons were conducted through a variety of class activities that involved multisensory learning. First of all, the furniture was re-arranged, and the children were allowed to move around the classroom, giving space to kinesthetic pupils to express themselves and not be restricted to their seat, and therefore, fell more comfortable. The activities involved singing, visual aids and miming, which all students found not only challenging but also entertaining. Finally, the pupils worked in pairs or groups which, as they later admitted, enjoyed greatly and certainly aided the learning process.
3. The questionnaire addressed to SEN students determined the ways in which these pupils enjoy learning, what they like or don’t like about their English lesson as well as their classmates, the school environment and the Special education teacher who conducts their special lessons. The plan that was later on shaped for the experimental phase incorporated most of these things so that it could work to their benefit. The students specified that they would like to sing and play as part of the learning process, to be able to move about, and at the two-week experiment they did exactly that. The results showed progress in what they had learned and that they also had fun while learning.

Strategies used as part of Case Study

• Adapting instruction to various learning styles.
• Strategies for modifying or creating teaching materials to suit different abilities.
• Creating a positive and supportive classroom environment.

Results and impact

The result of the questionnaires can only be characterized as disheartening. All focus groups emphasized on the negative impact that pupils with learning difficulties had inside the classroom.

Among other things, the teachers believed that a lot of time is wasted because SEN students need constant repetition, which means that the rest fall behind. They also believed that SEN students belong to special education. However, they were receptive to attending a course on special education. Otherwise, they felt that mixed ability groups are a waste of everyone’s time.

Parents had similar opinions and they even went so far as to declare that they believed SEN pupils to be a bad influence for their children and therefore, they did not want their children to socialize with SEN students.

Typically developing students gave somewhat more encouraging answers as they did not mind being in the same classroom, but they did feel like time was wasted, too. They also accepted to take part in activities for SEN students because they find them easier, funnier and perhaps challenging.

Lastly, SEN children admitted to being bothered by the fact that their classmates did better in English, without that meaning, though, that they would be willing to learn in smaller groups or in another school. They would like to be able to speak and understand english, but they do not care for supporting teachers because they teach them in another classroom, separate from their classmates, and they skip other classes.

On the other hand, the results that the experiment showed were more encouraging as they demonstrated how beneficial a teacher who knows what they are doing is. After two weeks of inclusive teaching by ways of games, singing, mimicking presentations with a teacher who had had a course on inclusive teaching, all students improved their skills and level regardless of their ability.

Why can this Case Study be useful for the project research?

This study showcases why attitudes toward students with educational needs matter. Teachers’ attitudes towards students with learning difficulties not only determine how these students will be taught, but also how they are going to be perceived by their classmates and even their parents.

When teachers consider explaining something further as a waste of time, and they feel uncomfortable working with SEN pupils as they feel the pressure of the curriculum, they will not be helpful at all to the students who are in need of their help. They will also, without realizing it, define SEN students’ confidence, knowledge and attitude towards the learning process itself.

The study could be useful for the project research as an example of the need to eradicate prejudiced beliefs against students with learning difficulties which will ultimately lead to the students’ inclusivity and therefore positive attitude towards foreign language learning.

A further advantage that this study has is the experimental part. It might not provide us with specific details as to how the lesson was held during the two-week experimental phase, but its results will convince those who are reluctant to believe that inclusive education with specialized educators does work and it is not only a great opportunity for SEN pupils, but also for the rest of the classroom as it can only yield positive results for everyone.

Finally, this study was held in Romania which at that time had a 98,3% of its Primary student population attending foreign classes at school, and the number still remains as high. With such a big percentage, one might assume that foreign educators would have had some kind of training or at least they would be knowledgeable and have more positive attitudes towards SEN pupils. But it is evident that even with almost 100% of Primary pupils attending foreign classes, this is not the case. Perhaps we could hypothesize that the same goes for other countries as well, and the present study is evidence as to why this has to stop immediately.

Transferability

Pupils with learning difficulties all over the world share certain characteristics. Namely the types of difficulties they face when attempting to learn a foreign language and in what ways learning is achieved.

The method presented in this case study in its experimental part is applicable to students all over Europe. It puts an emphasis on multisensory learning in an inclusive setting, which is the desirable approach for the optimal outcome. This is something easily achievable as long as we have educated and up to date with recent developments foreign language teachers within the classrooms.

A classroom where the main focus is placed on honing language skills by playing, singing and conducting a number of interactive activities among mixed abilities learners should be our primary objective.

Finally, there is no doubt that there are teachers who still think negatively of learners with difficulties on account of their ignorance. This study should work as an example of the need there is to move education forward.

Resources used as part of Case Study

The experimental part of this study used low-tech material. In a constantly increasing technological society, people would argue that “old-fashioned” resources and materials do not work since children are now used to computers and similar devices. However, the results were only positive.

The material studied in the two-week process was off the pupils’ own textbook which was about Food and Drinks. The teacher provided cards and worksheets through which they played the various games that were planned.

Critical issues

The entirety of this study is based on beliefs and attitudes which is imperative to be altered. Ultimately, the one to blame for the ignorant statements reported in this study, is the one responsible for the teachers’ education. In this day and age, it is unacceptable for governments to leave their educators in the dark in such important issues that have to do with the actual inclusivity of the educational system. It is a problem that needs to be addressed and tackled immediately in order for those attitudes that the foreign language teachers on this study express to be changed for the greater good of schools’ entire population.

All teachers must be taught of SEN pupils’ unique abilities while simultaneously be aware of what to avoid and instead do in order to be of help to them. Governments should devise a national plan ready to be implemented to future teachers’ education, but also to existing ones’ further reskilling.

Any additional learning that we can take from this Case Study, example:

The study proves that SEN students do not need to be placed in special education programs. As long as we are not dealing with severe cases, children should be involved in a general education classroom along with their typically developing classmates. SEN pupils themselves do not even enjoy being taught by special education teachers because the process makes them feel like they are in an inferior position in relation to their classmates. As a result, it should be made clear that pupils who belong in special education are the ones that in no way can they benefit from an inclusive environment. Therefore, what we could further take from this study is the need to create a clearer policy as to which students must attend special education schools or programs.

Lastly, as was reported in this study, for an inclusive classroom to work, the lesson plan needs to follow specific criteria. Those have to do with appropriate methodology and material, adapted curriculum focused on skill development and not necessarily on completing a textbook by the end of the school year, the creation of individualized lesson plans which should be made in agreement with inclusive education specialists.