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This study was conducted to explore the learning of special needs students in reading and writing; determine their preferred teaching approaches; and obtain their suggestions to improve the teaching of both reading and writing modules. Focus Group Discussion (FGD) was conducted in obtaining pertinent information. Results regarding what the learners learned; and the best approach for teaching English revealed interesting insights which could guide special needs teachers. Suggestions which aimed at improving English teaching were also provided.
European Journal of Special Education Research
European Journal of Special Education Research TEACH US THE WAY WE WANT: TEACHING APPROACH FOR SPECIAL NEEDS STUDENTS2017 •
This study was conducted to explore the learning of special needs students in reading and writing; determine their preferred teaching approaches; and obtain their suggestions to improve the teaching of both reading and writing modules. Focus Group Discussion (FGD) was conducted in obtaining pertinent information. Results regarding what the learners learned; and the best approach for teaching English revealed interesting insights which could guide special needs teachers. Suggestions which aimed at improving English teaching were also provided.
International Journal of Modern Education Studies
Comparing The Adequacy of The Teaching Activities Applied By Special Education Teachers At The Preparatory Stages of Reading And Writing2019 •
Most of the educational activities include the activities regarding reading, writing and speaking abilities. İndividuals learn reading-writing through the verbal and written communication processes of their own culture. The most important thing is to be patient in this most troublesome period of the education process. Teacher must know the most effective method a student could learn easier and must make a choice by considering student’s perceptions. This study aims to investigate the teaching activities which special education teachers apply during teaching reading-writing. It is conducted through survey method, based on quantitative data. 297 special education teachers participated in the study. Data is analyzed through SPSS data analysis program, t-test and ANOVA test. At the end of the study significant differences are found in the reading-writing preparation activities according to their age, work experience and graduation branch.
Teaching English as a foreign language to students with special needs is somewhat different of those mainstream students. The teachers may face lots of difficulties and therefore, they must apply different techniques in teaching the students. The goal of this study is to figure out the techniques applied for Teaching English to students with special educational needs. This study is conducted in a Senior high school for students with special needs (SMALB) in Banjarmasin, South Kalimantan. The study is based on classroom observations and interview with the English teacher. The findings conclude that teacher applied six different techniques in teaching English as follow; (1) transcription, (2) Question and Answer, (3) Repetition Drill, (4) Reading Aloud, (5) Memorization and (6) Reading aloud.
Pioneer: Journal of Language and Literature
Teachers’ Strategies in Teaching English to Students With Special NeedsThis research aims to know the teachers’ strategy in teaching English to students with special needs according to their type. The research was designed as a systematic literature review study. The researcher used PRISMA Model for collecting the data. There were 16 research articles that matched the criteria. The data were analyzed through a narrative method. The results of the analysis uncovered various strategies used by teachers. Those are paper braille for reading paper strategies, JAWS App for reading e-text, preview strategy and small group for strategy to obtain the content of instruction, TPR, realia and modeled talk for strategy to obtain the language development, communication games and dictogloss for strategy to encourage active involvement, teacher-mediated, routine-based and specific naturalistic strategies, explained the subject matter, flashcards, pictures, visuals, modifying classroom environment, requested students to always carry the dictionaries, alphabetic signs, ...
The goal of this study is to determine the most appropriate methods and techniques used for Teaching English to children with special educational needs and to determine whether they should take the courses in foreign languages in mainstream education or with a supporting teacher. The study is based on a questionnaire applied to teachers of English and on questionnaires answered by children with special educational needs and children without learning difficulties. The theoretical part covers suggestions for teaching English to children with special educational needs and the practical part is a comparison between the answers provided by the interviewed teachers and students. The findings conclude that teachers are able to teach regular children simultaneously with mainstream children, though these are reluctant regarding the education of children with special educational needs in mainstream education.
European Journal of Special Education Research
The Effectiveness and the Problems Faced in the Teaching and Learning of the English Language in a Special Education Classroom in Malaysia2021 •
This qualitative case study investigated the effectiveness of lesson delivery and sequence of content and learning expectations of two English Language attached to a special education (Integration programme) school in Petaling Jaya. Malaysia. It also focused on the teaching and learning problems encountered in the particular classrooms. This study brings broader understanding of strategies for effective teaching of English in a special education classroom in Malaysia. The rationale for the study stems from the need to gain greater perspective of the teaching of English learners in a special education classroom. Results reflect analysis of classroom observation, face to face interview with two English Language and document review. Emerging from the data are some effective teaching strategies and profound problems that special education English Language teachers can add to their repertoire. Article visualizations:
Journal of Language Teaching and Research
Teaching English to Students With Special Needs: A Case Study in JordanStudents with special needs usually encounter difficulties in learning English because of their physical, health, or psychosocial challenges. English Teachers’ attitudes to the students’ special needs play a significant role in facilitating the students’ learning process or hindering their learning of English. When a teacher has a negative attitude to the special needs students, this may lead to the teacher not fully covering the planned English syllabus, thus impeding the educational development process of all students. However, an English teacher’s positive attitudes to their profession can certainly influence their students’ attitudes and desire for learning. This study investigates the attitudes of English teachers of special needs students to their profession in schools in Jordan. A quantitative research method was used to collect data from a randomly chosen sample of 155 English teachers. The results of the study revealed that English teachers’ attitudes to their profession we...
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