Supportive Methodology for specific learning disability students
The project “A Foreign Language for All! Supportive Methodology for Specific Learning Disability Students” is conceived as a strategic response to the need to strengthen the acquisition of basic skills related to communication in foreign languages for students with Specific Learning Disabilities (SLD). The ultimate goal of this effort is not limited to the mere improvement of language skills, but is oriented towards using communicative competence as a catalytic tool for the enhancement of the general cognitive development of these students.
The specific objective that guides the intervention is twofold and targeted: to support teachers in the acquisition and refinement of foreign language teaching methodologies that are specifically and scientifically designed to meet the needs of students with SLD. The logic behind this approach is that only through targeted training of teaching staff is it possible to effectively transfer and apply dynamic and inclusive teaching methodologies. This approach implied from the outset the thesis that specially calibrated language instruction can have a significant impact on the wider cognitive sphere, thus requiring an assessment methodology that goes beyond simple language tests.
Transnational study visits are at the heart of the project. Their primary objective was to facilitate an immersive and practical exchange of teaching methodologies between the partners. Through direct observation, joint workshops and co-design sessions, the mobilities aimed to:
- Analyze and Compare: Observe in the field the different national and local strategies for the inclusion of students with SLD in language learning.
- Acquire: Learn new innovative methodologies (e.g. multisensory approaches, gamification, drama-based teaching) directly from specialists in the partner countries.
- Co-Create: Use the knowledge gained to collectively define a shared pilot experimentation methodology (R3) that is culturally adaptable and pedagogically sound.
- Strengthen: Consolidate the partnership network through intensive collaboration, laying the foundations for future project developments and for the drafting of the final publication (R4).
18 Months
Le attività hanno avuto inizio il primo settembre 2024 e sono state strutturate al fine di realizzare un percorso capace di fornire una visione chiara rispetto alle metodologie utilizzate dai paesi partner. Le attività hanno avuto inizio il primo settembre 2024 e sono state strutturate al fine di realizzare un percorso capace di fornire una visione chiara rispetto alle metodologie utilizzate dai paesi partner.
La condivisione e il confronto alla base del nostro progetto
The partnership has been built in such a way as to ensure a complementarity of essential skills to deal with the complexity of teaching foreign languages to students with SLD, combining experience in the provision of certifications, special pedagogy and academic validation:
BRITANNIA HOUSE SAS (Italy - Coordinator)
Britannia House is a private organisation specialising in English language teaching and study trips. With a consolidated experience in the field of international language certifications, the body works in close contact with the educational institutions of the Abruzzo region. Its expertise lies in the ability to adapt standardized educational paths to the needs of a heterogeneous audience, including students with special educational needs. In the project, Britannia House acts as a coordinator and as a fundamental bridge between inclusive methodologies and the world of language certifications, an area often perceived as rigid and not very accessible for students with SLD.
Rezekne Primary School - Development Centre (Lettonia)
Rēzeknes pamatskola - attīstības centrs (Rēzekne Primary School and Development Centre) is a specialized educational institution that provides support to students with different special needs, including severe learning disabilities, intellectual disabilities, and autism spectrum disorders. The centre is a regional competence centre for inclusive education and the development of alternative teaching methodologies. Their approach is highly individualized and multisensory, and includes the use of therapies (speech therapy, art therapy) and assistive technologies. They bring to the project a deep scientific and practical knowledge of learning difficulties and the most effective compensatory strategies.
Association of Academicians Union (Turchia - AAU)
The Association of Academicians Union (AAU) is a non-governmental organization that brings together academics, researchers, and teachers with the aim of improving educational policies and learning methodologies. AAU is actively engaged in research and development (R&D) projects and Erasmus+ initiatives, collaborating with universities to promote pedagogical innovation. Their contribution to the project focuses on the analysis of educational policies, the development of inclusive teaching materials and the dissemination of results at academic and institutional level. AAU has specific expertise in addressing SLDs, particularly ADHD and dyslexia, in the context of language learning. The synergy between the solid Italian regulatory structure, the Latvian specialized methodological experience and the Turkish R&D focus ensures that the final product (R4) is theoretically sound, practicable in different inclusive contexts and oriented towards the measurable result of the language certification (R3).
RISULTATO 1 (R1)
One of the first phases of the project was the mapping and comparative analysis of the regulatory frameworks governing the inclusion of students with Specific Learning Disabilities (SLD) in the three partner countries. This analysis was crucial to understand the legislative bases on which each partner operates and to identify both common challenges and divergent solutions.
RISULTATO 2 (R2)
One of the first phases of the project, focused on Increasing Project Management Skills and Teaching Staff, goes far beyond simple administrative reporting. It represents a strategic component for strengthening the capacity of the partnership to conceive, manage and carry out joint initiatives funded by the European Union. This results documents how the partnership built a solid project infrastructure and facilitated an effective transfer of both pedagogical and managerial knowledge.
RISULTATO 3 (R3)
Pilot course for students with SLD aimed at achieving language certification
RISULTATO 4 (R4)
translates the experience of the pilot course (R3) into a set of strategic and operational recommendations for all teachers, educational institutions and certification bodies who wish to adopt a fairer and more inclusive approach to teaching foreign languages to students with SLD.
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