List of resources

Inclusion/integration: Is there a difference? by Bryan Harman.

From integration to inclusion.

Needs Analysis Report conducted by the DysTEFL project partners in their countries.

International Dyslexia Association?s fact sheet on accommodating students with dyslexia in all classroom settings.

International Dyslexia Association?s fact sheet on at-risk students and the study of foreign language at school.

A teacher sharing a true story of earned wisdom. 

A cartoon giving suggestions for accommodations for learning differences.

International Dyslexia Association?s fact sheet on Orton-Gillingham-based and/or Multisensory Structured Language (MSL) approaches.  

International Dyslexia Association?s fact sheet on Multisensory Structured Language (MSL) Teaching.

International Dyslexia Association?s Matrix of Multisensory Structured Language Programs that have a strong track records of clinical and classroom success.

Case study adapted from: http://www.dyslexia-parent.com/mag42.html

Accommodations for students with LD.

Kelly, M. (2004). The rhythm of life: Living every day with passion and purpose. New York: Beacon Publishing.

Recommended extra resources:

Bogdanowicz, M., & Sayles, H. A. (2004). Rights of dyslexic children in Europe. Gdańsk: Harmonia. (The book presents the comparisons of accommodations and rights of learners with dyslexia across European countries on the basis of The European Dyslexia Questionnaire).

Ganschow, L., & Sparks, R. (2001). Learning difficulties and foreign language learning: A review of research and instruction. Language Teaching, 34, 79?98. (The article reviews the research findings on the nature of foreign language learning difficulties of students with learning difficulties).

Kormos, J., & Smith, A. M. (2012). Teaching languages to learners with specific learning difficulties. Clevedon: Multilingual Matters. Chapters 6 and Chapter 7. (Chapter 6 discusses the ways of accommodating learners with SpLD in the foreign language classroom setting. Chapter 7 describes the Multisensory Structured Learning approach as well as its application in teaching grammar and vocabulary and the four skills: reading, writing, speaking and listening).

Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Clevedon: Multilingual Matters. Chapter 5. (This chapter discusses the principles of the Multisensory Structured Learning approach and its application in foreign language learning; it presents different types of educational accommodation towards learners with dyslexia).

Schneider, E., & Crombie, M. (2003). Dyslexia and foreign language learning. London: David Fulton Publishers. (This book discusses the nature of dyslexic difficulties as they affect foreign language learning; it offers a comprehensible guidance on how to accommodate learners with dyslexia in the foreign language classroom).

Schneider, E., Ganschow, L., Sparks, R., & Miller, K. (2007). Identifying and teaching learners with special needs. In R. McCarthy (Ed.), Best practices tool kit ?Avanza! Avençemos! (pp. A35?A42). Boston: McDougal Littell-Houghton Mifflin Division. (This chapter discusses the identification and teaching techniques which prove successful in teaching learners with special educational needs).

 

Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP         © 2012 DysTEFL – Project Coordinator: University of Lodz
Grant agreement number: 2011-3631/001-001

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.