DIFFICULTY IN TEACHING DISABLED STUDENTS ENGLISH

Аннотация

Статья рассматривает проблемы, с которыми сталкиваются преподаватели при обучении английскому языку студентов с инвалидностью. В статье обсуждаются различные типы инвалидности, включая физические, умственные и эмоциональные расстройства, и то, как эти состояния влияют на усвоение языка. Особое внимание уделяется важности использования инклюзивных методов обучения, персонализированных планов обучения и вспомогательных технологий. Ключевые слова: студенты с ограниченными возможностями, обучение английскому языку, трудности преподавания, инклюзивное образование, вспомогательные технологии, персонализированное обучение, специальное образование, профессиональное развитие преподавателей. The term learning disabilities is defined in different ways in different countries. In Australia, the term refers to a small subgroup within the general area of learning difficulties. This subgroup involves students who have difficulties in specific areas as a result of impairment in one or more of the cognitive processes related to learning. Learning difficulties are best summarised as neurologically-based processing problems. Typically, these processing problems affect the acquisitions of basic skills such as reading, writing or mathematics. Having LDs does not mean that an individual cannot learn – absolutely not. It does mean, however, that a compensating strategy may be needed for teaching that takes into consideration the specific aspects of learning that the student has difficulties with. That is to say, students with LDs may need a more individualised and tailored approach to learning. LDs vary amongst individuals and the term actually refers to a wide group of disorders. Some of the most common ones include:  Dyslexia  Dysgraphia  Attention Deficit Disorder (ADD) 57 ILM-FAN VA INNOVATSIYA ILMIY-AMALIY KONFERENSIYASI in-academy.uz/index.php/si  Attention Deficit Hyperactivity (ADHD) It is very important to remember that LDs are not a sign of low intelligence. They are, in fact, in no way a reflection of intelligence level and many people with LDs possess above average intellectual capabilities. Identification is key to managing LDs as best as possible and giving students the most appropriate support in their learning. Added vigilance for these signs is needed in developing countries in particular, since students are far less likely to have been identified as having LDs than in many Western countries where the systems and procedures of diagnosis are more rigorous. In fact, in some countries LDs are not even officially recognised. Below are some of the most common and identifiable warning signs that a student may have LDs:  auditory difficulties  reading and writing difficulties  motor difficulties  memory difficulties  attention difficulties These specific areas of learning difficulties (known as learning disabilities) share the following characteristics: • are considered to be intrinsic to the individual, • can cause a person to learn differently, • are not linked to intellectual impairment (except incidentally), • may coincidently exist with problems in self-regulatory behaviors, social perception and social interaction, • are life-long • result in difficulty accessing the curriculum unless educational adjustments appropriate to individual need are provided to prevent failure. In the American context a variety of definitions of the term learning disabilities have been proposed. The American National Joint Committee on Learning Disabilities, for example, defines this term in the following way: Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Also in the USA, the Individuals with Disabilities Education Act (IDEA) (2004, cited in Wright, 2005, p. 9) defines the term specific learning disability as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations”. In Canada, the Learning Disabilities Association of Ontario (2001) defines the term learning disabilities as follows: Learning Disabilities refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. These disorders result from impairments in one or more 58 ILM-FAN VA INNOVATSIYA ILMIY-AMALIY KONFERENSIYASI in-academy.uz/index.php/si psychological processes related to learning, in combination with otherwise average abilities essential for thinking and reasoning. Learning disabilities are specific not global impairments and as such are distinct from intelle