ppt

1. SPECIAL EDUCATION
AND EFL TEACHING
UNIT 3
INSTRUCTIONAL STRATEGIES AND
RESOURCES TO TEACH EFL TO
STUDENTS WITH DISABILITIES

2. 1 Teaching the receptive skills to SEN students
Teaching the productive skills to SEN students
Content
2
• Analyzing different language aspects and
disabilities to teach the productive skills to SEN
students.
• Creating lesson plans and didactic material for
students with disabilities focused on speaking and
writing.
• Analyzing different language aspects and disabilities to
teach the receptive skills SEN students.
• Creating lesson plans and didactic material for
students with disabilities focused on listening and
Reading.
Instructional strategies and resources to teach
EFL to students with disabilities

3. Instructional strategies and resources to teach EFL to
students with disabilities
.

4. Instructional strategies and resources to teach EFL to students
with disabilities
.
The integration of students with Special
Educational Needs (SEN) into regular
classrooms requires the educators' adoption
of meaningful adaptations in their daily
activities, acknowledging the intrinsic
diversity amongst all students (Murphy,
2018). This commands educators to seek,
design, and construct authentic materials
that can be meaningfully utilized by SEN
students, thereby buttressing their learning
process (Ballard & Dymond, 2017).

5. Instructional strategies and resources to
teach EFL to students with disabilities.
Within the framework of this unit, the
students and the instructor will work in
tandem, with the objective of acquiring
information of relevance and applicability to
our specific reality in Ecuador (Mustafa, 2018).

6. Instructional strategies and resources to
teach EFL to students with disabilities.

7. Teaching the receptive skills to SEN students

8. Analyzing different language aspects and disabilities to teach the receptive skills SEN
students.
This is a continuous process that should be adjusted
according to students progress and the results
educators could have with the applications of certain
activities. The application of these activities should
cover the learning necessities of special students
bearing in mind they are unique individuals who have
strengths that should be potentialized and weaknesses
that should be patiently covered in order to eventually
become assets. At the moment of creating the
activities, strategies or material we must have clear the
type and percentage of disability for each student.

9. Analyzing different language aspects and disabilities to teach the receptive skills to SEN
students.
Additionally, teachers have to make sure that students are
perfectly understanding the instructions and they have a
clear idea of the activities they have to do. If it is necessary to
repeat the instructions or use supportive material such as
visuals, realia, texts in Braille, sign language, etc. in order to
achieve complete understanding the teachers have to use
their expertise and creativity to deliver instructions and give
students the opportunity to understand and follow
instructions correctly.

10. Analyzing different language aspects and disabilities to teach the receptive skills to SEN
students.
• Continuous Process
• Adjustments
• Progress
• Learning Necessities
• Unique
• Strengths
• Weaknesses
• Type and percentage of disability
• Clear understanding
• Repetition

11. Analyzing different language aspects and disabilities to teach the receptive skills to SEN
students.

12. Creating lesson plans and didactic material for students with disabilities focused on listening and Reading.

13. Creating lesson plans and didactic material for students with disabilities focused on listening and Reading.

14. Creating lesson plans and didactic material for students with disabilities focused on listening and Reading.

15. Creating lesson plans and didactic material for students with disabilities focused on listening and Reading.

16. Creating lesson plans and didactic material for students with disabilities focused on listening and Reading.

17. Creating lesson plans and didactic material for students with disabilities focused on listening and Reading.

18. Creating lesson plans and didactic material for students with disabilities focused on listening and Reading.

19. Creating lesson plans and didactic material for students with disabilities focused on listening and Reading.

20. Creating lesson plans
The lesson plan is determined by the
pedagogical team in the school under the
requirementss of the PCI ( institutional
Curricular Project) for this reason it is
something that could change from school to
school. It should have the following
aspects:
• Objetives
• Content
• Methodology
• Resources
• Evaluation
Teachers should also have to take into
consideration the curricular adaptations as
well as the improvement plans.

21. Creating lesson plans.

22. Creating lesson plans.

26. An approach is the
foundational theory and set of
beliefs about how a language
is learned and taught. It
guides the overall direction of
teaching practices.
Communicative
Approach
•Philosophy: The main
goal is to enable students
to communicate
effectively in real-life
situations.
A teacher believes that the best way
to learn English is by speaking and
interacting.
Instead of only teaching grammar
rules, the teacher encourages
students to have conversations in
class.
A method is a structured plan or
procedure derived from an
approach. It outlines specific
practices and classroom
organization based on the chosen
approach.
Communicative
Language Teaching
(CLT) Method
Using the CLT method, a teacher
organizes the class around activities like
group discussions, role-plays, and
interactive games that require students to
use English to communicate.
Strategies are plans used to
achieve specific learning
objectives within a method.
They are flexible and can be
adapted to different situations.
Task-Based Learning (TBL) Strategy within CLT
• Assign projects like planning a trip,
conducting interviews, or solving a
problem.
• Encourage collaboration among students
to enhance communication skills.
• Provide opportunities for students to
negotiate meaning and use language
spontaneously.
A teacher assigns a project
where students must plan a
vacation together. They must
discuss destinations, budget,
and activities in English, using
the language to solve
problems and make decisions
as a group.

27. Techniques are specific
activities or procedures used
within strategies to teach
language elements or skills.
They are the most concrete
and practical aspect of
teaching.
Role-Play Technique within Task-
Based Learning.
•Practice conversational skills and
apply language in simulated real-
life contexts.
In a role-play activity, one student acts as a
waiter and another as a customer in a
restaurant.
They practice ordering food, asking questions,
and responding appropriately, using the
vocabulary and phrases they've learned.

28. Scenario:
Ms. López is an EFL teacher working with Juan, a student with an intellectual disability. She
adopts an Inclusive Communicative Approach to help Juan develop his basic English
communication skills.
1.Approach:
1. Belief: Juan can learn and use English to express his needs and interact with others.
2. Environment: Ms. López creates a supportive classroom where Juan feels
encouraged to participate without fear of making mistakes.
2.Method:
1. Adapted CLT:
1. Materials: Uses picture cards, real-life objects (like fruits and toys), and visual
schedules.
2. Activities: Short lessons with clear, simple instructions and plenty of repetition.
3.Strategy:
1. Adapted Task-Based Learning (TBL):
1. Daily Routines: Incorporates English phrases into daily activities, such as
greeting classmates or identifying objects.
2. Visual Schedules: Juan knows what activities to expect each day, reducing
anxiety and increasing participation.
4.Technique:
1. Picture Matching:
1. Activity: Juan matches picture cards to their corresponding English words.
2. Practice: After matching, Juan uses the words in simple sentences, like “This is a
ball.”

29. https://ioannanifli.wordpress.com/2021/10/28/listening-skills-and-strategies-for-the-foreign-language-
classroom/
When constructing a listening task, it is important to
adapt the activity to our students’ specific level and
needs. Listening tasks that are too difficult to process
may not be effective. We must examine the degree of
contextual and linguistic knowledge our students have
and decide whether or not we need to activate our
learners’ schemata and introduce certain key elements
during the pre-listening stage or to adapt our materials
in order to address their needs. In exam-oriented
classrooms for example listening activities should
provide adequate practice for the upcoming language
tests, whereas with adult learners (who learn the TL for
communicative purposes) the focus should be shifted
to real-life listening tasks.

30. https://ioannanifli.wordpress.com/2021/10/28/listening-skills-and-strategies-for-the-foreign-language-
classroom/
For Penny Ur (2012:115), authenticity in
listening tasks mainly has to do with real-life
listening, with material that has not been
produced for language speaking purposes.
As she points out, the degree of authenticity
and whether or not we will be giving out a
specific listening task to our students will
depend on our learners’ level and needs.

31. https://ioannanifli.wordpress.com/2021/10/28/listening-skills-and-strategies-for-the-foreign-language-
classroom/

32. Carlitos is a 13 year old. He is an only child in his family. He has
Down syndrome. His mother takes him to school everyday. She
recommends him to behave and stay sitting on his chair.
Carlitos is respectful and polite.
He got easily bored at doing his task and it is kind of difficult for
him to concentrate. He likes walking around the class when he
gets bored. He loves the English class. He awaits for his teacher
outside the classroom. They always greet with a hug. Carlitos
likes helping the teacher with his backpack and asks his
classmates to be quiet.
Carlitos likes sitting next to the teacher, to help him. He is a
good helper. As he likes his English class very much, he
encourages all the students to actively participate in class.
Carlitos has demonstrated leadership and commitment. Some
activities can be difficult for him, but he learned to work with
his classmates and overcome difficulties. Carlito's a happy
child, specially in his English class where he feels he is
respected, loved and valued.

33. https://ioannanifli.wordpress.com/2021/10/28/listening-skills-and-strategies-for-the-foreign-language-
classroom/
For Penny Ur (1996), ‘purposeful and
original activities’ will foster the learning
process and will significantly boost learner
motivation. We must give our students a
reason to want to communicate and
express their thoughts and ideas in the L2.
We need to increase our learners’
willingness to get actively involved in the
lesson and use the TL in a more relaxed
and playful way. Our learners need to feel
motivated enough in order to appropriately
convey meaning in the target language.

34. https://ioannanifli.wordpress.com/2021/10/28/listening-skills-and-strategies-for-the-foreign-language-
classroom/
• Introduce new vocabulary
• Previous questions about the video or
recording you are going to show.
• Relate the vocabulary with images
• Create sentences and expressions
together before listening
• Identify any Word they Heard.
• Identify specific words
• Relate words and pictures in the video
• Multisensory activities

37. Effective teaching strategies for
enhancing speaking and writing
skills in English as a Foreign
Language (EFL) classrooms.
Mastering these two skills is
essential for learners to
communicate effectively and
express their ideas clearly.
Teaching Strategies for Speaking
**1. Use of Visual Supports
Visual aids can significantly enhance comprehension and participation for
students with SEN by providing clear, concrete representations of language
concepts.
•Example: Picture Cards and Visual Schedules
Use picture cards to represent vocabulary words or conversation topics. For
instance, when practicing greetings, display images of people shaking hands,
waving, or saying "Hello." Visual schedules can outline the steps of a speaking
activity, helping students understand and follow the process.
Autism Spectrum
Disorder

38. . Assistive Technology
Incorporating technology can offer
alternative ways for students with SEN to
participate in speaking activities,
accommodating different communication
needs.
•Example: Speech-to-Text and
Recording Tools
Use speech-to-text software to help
students who struggle with writing to
express their spoken words.

39. Teaching the productive skills to SEN students
Creating groups wisely
Encouraging collaboration among peers fosters a supportive environment
where students with SEN can practice speaking with understanding and
patience from their classmates.
•Example: Partner Conversations
Pair students with SEN with supportive peers for conversation exercises. For
instance, during a “Find Someone Who” activity, partners help each other ask
and answer questions, ensuring that all students are actively involved and
supported.

40. Teaching the productive skills to SEN students
• Ask questions
• Create a work bank
• Draw pictures
• Relate pictures with images
• Follow hints
• Complete words and sentences
• Spelling ( use fun techniques)
• Relate letters with sounds and compare them
with other words
• Feel the letters and words.

41. Teaching the productive skills to SEN students
• Ask questions to elicit vocabulary

42. Teaching the productive skills to SEN students
• Create a word bank
∙ Dyslexia: While primarily associated with reading
difficulties, dyslexia can also impact writing and spelling.
Individuals may struggle to decode words, leading to
challenges in expressing themselves clearly in writing.
∙ Dysgraphia: This disorder directly affects writing abilities.
Individuals may have poor handwriting, difficulty organizing
thoughts on paper, and challenges with spelling and
grammar, making written communication laborious and
often frustrating.
Support Strategies:
∙ Use of assistive technology like speech-to-text software.
∙ Providing graphic organizers to help structure written work.
• Incorporating multi-sensory teaching methods to reinforce
learning

43. Teaching the productive skills to SEN students
• Draw pictures ( games)

44. Teaching the productive skills to SEN students
• Relate pictures with images
Autism Spectrum Disorder (ASD)
Autism Spectrum Disorder is characterized by challenges in social communication
and interaction, alongside restricted and repetitive behaviors. When it comes to
productive skills:
•Verbal Communication: Individuals with ASD may have difficulties with verbal
expression, such as initiating conversations, maintaining the flow of dialogue, or
using appropriate intonation and body language.
•Written Communication: They might excel in written tasks but struggle with
organizing ideas coherently or understanding the social nuances of language.
Support Strategies:
•Implementing structured communication approaches, like PECS (Picture
Exchange Communication System).
•Providing clear, concise instructions and expectations for both spoken and written
tasks.
•Encouraging the use of visual supports to aid in expression and understanding.

45. Teaching the productive skills to SEN students
• Follow HINTS

46. Teaching the productive skills to SEN students
Relate letters with sounds and compare them
with other words Speech and Language Disorders
These disorders directly impact an individual’s ability to produce
and understand language, affecting both speaking and writing
skills.
•Expressive Language Disorder: Individuals have trouble
conveying their thoughts and ideas through speech or writing,
which can lead to frustration and avoidance of communication.
•Apraxia of Speech: This motor speech disorder makes it
difficult to coordinate the muscle movements necessary for
speech, resulting in inconsistent speech errors and reduced
intelligibility.
Support Strategies:
•Speech therapy focusing on articulation and fluency.
•Language intervention programs that enhance vocabulary and
sentence structure.
•Utilizing alternative communication methods, such as sign
language or communication devices.

47. Teaching the productive skills to SEN students
• Feel the letters and words

48. Teaching the productive skills to SEN students
• Ask questions
• Picture stories
• Tongue twisters
• Imitation recording technique
• Talking parrot
• Bag stories
• Talking about ourselves
• Retelling information or stories
• Karaoke time ☺

49. Teaching the productive skills to SEN students
• Ask questions and elicit answers

50. Teaching the productive skills to SEN students
• Picture stories
Intellectual Disabilities
Intellectual disabilities are characterized by significant limitations
in intellectual functioning and adaptive behavior, affecting
multiple areas of daily life, including productive skills.
•Communication Challenges: Individuals may have limited
vocabulary, difficulty constructing sentences, and challenges in
understanding abstract concepts, making both speaking and
writing tasks more demanding.
Support Strategies:
•Simplifying language and breaking tasks into manageable
steps.
•Using visual aids and hands-on activities to reinforce learning.
•Providing ample practice opportunities in both verbal and
written communication within real-life contexts.

51. Teaching the productive skills to SEN students
• Tongue twisters

52. Teaching the productive skills to SEN students
• Imitation recording technique

53. Teaching the productive skills to SEN students
• Talking parrot
Attention-Deficit/Hyperactivity Disorder (ADHD)
ADHD affects attention regulation, impulsivity, and
hyperactivity, which can indirectly impact productive skills.
•Writing Difficulties: Individuals may struggle with
organizing thoughts, maintaining focus during writing
tasks, and completing assignments on time due to
distractibility.
•Speaking Challenges: Impulsivity can lead to
interrupting others, difficulty staying on topic, and
challenges in following conversational norms.
Support Strategies:
•Implementing organizational tools like planners and
checklists.
•Breaking tasks into shorter, timed segments to maintain
focus.
•Teaching and reinforcing social communication skills
through role-playing and guided practice.

54. Teaching the productive skills to SEN students
• Bag story

55. Teaching the productive skills to SEN students
• Talking about ourselves

56. Teaching the productive skills to SEN students
• Karaoke time

57. • Curriculum Adaptations
• Objectives
• Disability %
• Memory Span
• Attention Span
• Comprehension
• Writing abilities
• Reading abilities
• Speaking abiliities
• Listening abilities
• Cronologycal age – Mental age

58. • Curriculum Adaptations
Curriculum
adaptations are made
to simplify and reduce
the content, so that
learners with
difficulties can absorb
the most critical part
of the curriculum.
https://specialeducationnotes.co.in/HIC13UNIT4.htm#:~:text=Curriculum%20adaptation%20involves%20differentiation%20to,achieve
%20success%20in%20the%20classroom.