The teaching of additional languages to students with specific learning difficulties: challenges and possibilities of engagement

Raído Pub Date : 2023-12-02 DOI:10.30612/raido.v17i44.17042
Miriam Sester Retorta, Juliana Reichert Assunção Tonelli
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Abstract

This essay discusses the right of students with disabilities to modify their school syllabus and teaching methods according to their specific needs, as outlined in Brazilian Law No. 9394/96 and No. 13.146/2015. It presents challenges and possibilities of adapting lesson plans and materials for students with visual impairments, autism spectrum disorder, and dyslexia, using a socio-discursive interactionist (SDI) theoretical-methodological perspective in language teaching. For visually-impaired students, the use of tactile materials, audio resources, verbal descriptions, and assistive technology are suggested when working with genres, but this paper also highlights the difficulty of interpreting graphics, tables and other visual representations. For students with autism, studies have shown that using a didactic sequence can be effective for teaching different genres to students with autism while promoting integration in the classroom. For dyslexic students, it is paramount to focus on guiding students to communicate in practical and meaningful ways from a socio-discursive perspective. Overall, the essay suggests that teachers should tailor their lesson plans to the specific needs of each student with impairments, using a genre-based teaching perspective.
向有特殊学习困难的学生教授其他语言:挑战与参与的可能性
本文讨论了巴西第 9394/96 号法律和第 13.146/2015 号法律中规定的残疾学生根据其特殊需求修改教学大纲和教学方法的权利。文章从语言教学的社会-辨证互动论(SDI)理论-方法论角度出发,介绍了为视力障碍、自闭症谱系障碍和阅读障碍学生改编教案和教材所面临的挑战和可能性。本文建议视障学生在学习体裁时使用触觉材料、音频资源、口头描述和辅助技术,但也强调了解读图形、表格和其他视觉表征的困难。对于自闭症学生,研究表明,使用说教序列可以有效地向自闭症学生教授不同体裁,同时促进课堂融合。对于有阅读障碍的学生,最重要的是要注重从社会传播学的角度引导学生以实际而有意义的方式进行交流。总之,文章建议教师应采用基于体裁的教学视角,根据每个障碍学生的具体需求来制定教学计划。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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