Aplicaciones Metodológicas Inclusivas para la Enseñanza del Inglés como Lengua Extranjera en Alumnos con Dislexia.

Abstract

Dyslexia is a Learning Disorder with a great impact in every area of the official curriculum, especially those involving the development of communicative competences. This situation is particularly acute in relation to the first foreign language area: English. This language is increasingly widespread in our classrooms as a result of the establishment of bilingual schools. Despite the general methodological adaptation applied within the subject of English as a foreign language, when there are students with special educational needs in the classroom no specific adaptations are usually carried out. Furthermore, the existing guidelines and protocols provided by educational inspectors are rarely, if ever, applied. The intention of the current research is to compile the range of methodological measures established by educational inspectors, as well as other professionals, with the aim of providing the best education to students with special educational needs in an inclusive way. For the purposes of this research, we analysed three case-studies involving three different students with learning disabilities. We conducted interviews not only with parents, but also with other students and teachers, in order to better understand what are the perceptions about the topic and the effectiveness of the learning adaptations applied. We recommend the adoption of some of the measures proposed by the interviewed professionals. Among these, using special lettering or breaking down the texts to be read into smaller sentences are proving ones of the most effective.